BlessedCause's FULL RESPONSE to Houghton Mifflin's denials:

RESPONSE TO “Q & A"  REGARDING HOUGHTON MIFFLIN’S TEXTBOOKS
Detailed Version

By BlessedCause.com

Following are Houghton Mifflin’s (HM) answers to their own posed questions, found on their website about their textbooks; and BlessedCause (BC) responding comments.  Please do not miss the bolded sections of #7, 10, 12, 16 and #17 below. 

5/5/03 update: Houghton Mifflin has rewritten their questions and answers in response to this rebuttal, but retained the previous date, again creating deception. For our current response to THOSE denials, click here.  

1.  HM’s Q: Does the textbook spend a disproportionate amount of time covering Islam spending a great deal less on other religions such as Christianity and Judaism? Does Islam dominate the textbook?

HM’s A: In actuality, material on Islam comprises only about 10% (page volume) of “Across the Centuries.” The book also covers Western, Central and Southern Africa, Japan, India, China, the Renaissance and Reformation, Early American Civilizations, European Monarchy, and the Enlightenment. Christianity and Judaism are primarily covered in “A Message of Ancient Days,” which is a sixth grade textbook. That book covers early hunter-gatherers, Mesopotamia, Egypt, India, China, the Israelites, Greeks, Romans and Christians. However, there is a significant inclusion of Judeo-Christian history in “Across the Centuries” as well.

BC Comment:  The disproportionate coverage is not in page numbers.  It’s the content.  Christianity, or beliefs about Jesus Christ is actually what Islam believes about Jesus, not Christians.  In the Islam unit, religious beliefs presented in emotional indoctrinating appeals are far and away the main focus, along with claims of Muhammad as Prophet and Islam’s tolerance and protective reverence of Christians and Jews.  Conversely, the coverage of Christianity and Judaism is presenting the “culture” stripped of faith and describing Christians as hateful towards others.  In fact, it is this writer’s opinion that the opportunity was seized to present Biblical history as devoid of God, giving cynical explanations of events and motives.  For example, the textbook claims the people chose Saul as King.  The Bible says that God chose Saul.  The textbook explains that Jews had faith because of manipulation by the prophets, etc.  The Bible shows that God IS.  While looking at the Islam section, again, you see the exact opposite, bold statements of the authenticity of Islamic beliefs.

2.  HM Q: Why is this history lesson split into two books and two years?
3.  HM Q: What happens if a student is new to the school in seventh grade and misses the units on, for example, Christianity and Judaism?
4.  HM Q: Why have some schools in California (or elsewhere) decided not to cover Christianity in their studies?

BC Comment:  Volumes are written explaining Houghton Mifflin is not responsible for what teachers choose to teach.  I agree.  My issue, again, is the biased context of the textbook. 

5.  HM’s Q: What type of suggestions do the textbooks make regarding classroom activities?

HM’s A: The textbooks present students with a wide variety of activities to help them learn and understand concepts. This includes writing exercises, skits, art projects, architectural projects, and classroom debates. Some of these activities ask that students see things from the perspective of peoples of the past. These types of activities are intended to help students to gain an understanding of how and why people acted as they did, and to begin to think critically about how they might have acted similarly or differently. Nowhere in either textbook are students asked to engage in “mock-religious” activities, wear religious or cultural clothing, or to exercise the beliefs of any particular religious group.

BC Comment:  Not true.  Asking children to “imagine” being Muslim soldiers, or on a Mecca pilgrimage, building mosques, writing their names in the “spiritual” script of the Arabs, and many other activities IS participation and IS an exercise of belief. Any psychologist will validate the power of suggestion.  How much would ad agencies pay to have teachers ask children to “imagine” using their product and then write what is good about it.   Would we ask our children to “imagine” using cocaine, write what is good about it, to understand and promote tolerance of the drug addict?

6.  HM’s Q: Was the Council on Islamic Education (CIE) involved in reviewing this textbook?

HM’s A: The CIE, as well as the Hadassah Academic Advisory Board, the Freedom Forum First Amendment Center, and the Christian Educators Association International, were all involved in reviewing the textbook prior to publishing. 

BC Comment:  Christian Educators DENIES having reviewed "Across the Centuries."  Mr. Turpen, Director of CEAI wrote me the following regarding this issue on June 13, 2002: 

"I agree with you that the response from HM implies that we reviewed the books in the series in total.  That isn't the case at all as we focused only our attention on the Christian perspectives that were written and did not look at or compare the other content of the texts." ( full letter )(originally sent in all caps)

I have discovered that the Freedom Forum First Amendment Center is very connected with the Council of Islamic Education in that both websites refer to each others with positive commendations.  Additionally, Freedom Forum has teamed up with the Council of Islamic Education to write "Teaching about Religion in National and State Social Studies Standards."  This appears to be a government document incorporated by the Dept. of Education. For a closer look,  CLICK HERE. 

Hadassah, also listed in Houghton Mifflin's response in what I consider an implied endorsement, has given me this statement to post:

"Hadassah made a very limited review of only those pages of the manuscript that concerned Judaism, but many of its comments, suggestions and corrections were not incorporated in the textbook. Neither Hadassah nor Dr. Sandra Alfonsi endorse the book."

7.  HM’s Q:  Did the CIE or any other religious group contribute to the writing of either “A Message of Ancient Days” or “Across the Centuries”?

HM’s A:   No, the scope of their involvement was limited to reviewing the textbook material.

BC Comment:  WOW!  That is not what HM's Editorial Director said in an article profiling the CIE! (Council of Islamic Education). See article  She states very clearly that "We see our reviewers as playing a crucial role in enabling us to present accurate and complete information,"  She also notes that the Council of Islamic Education gave ISLAM'S PERSPECTIVE of the Crusades!!!!  I NEVER saw the textbook credit CIE with that in the textbook!

CEAI  (Christian Educators) concurs that they were contributory to the writing of the textbook.  CIE has never responded directly to my asking.

8.  HM’s Q: How did Houghton Mifflin decide which topics to include in the textbooks?

HM’s A: The initial edition of the textbooks was written to conform to state standards in California. However, these two books present an excellent view of European, Asian and African history, and have been used in many states across the country for more than ten years.

BC Comment:  Clearly the state standards need to be changed to prevent textbooks from publishing such bigotry ever again.

9.  HM’s Q: Does the textbook spend more time on sub-Saharan Africa than India?

HM’s A : Indian history is well represented in this text. “A Message of Ancient Days” dedicates Chapter 8 (22 pages) to ancient India. “Across the Centuries” includes 14 pages in Chapter 7 to Indian history. Sub-Saharan Africa is covered in 41 pages, only slightly more than the 36 pages these textbooks spend on India. Sub-Saharan Africa is not covered at all in “A Message of Ancient Days.”

BC Comment:  Again, it’s not about page numbers.  If 50 pages promote Islam and 50 pages denigrate Christianity and Judaism, balance is not achieved.

10.  HM’s Q: Do the textbooks take an “apologetic” tone to covering Islam? Does the text praise only Islam’s “great cultural flowering,” and including nothing about Muslim violence, war, or the decline of its empire?

HM’s A:  Religions and belief systems are presented appropriately; not as better than another, and not apologetically.

BC Comment:  NINE TIMES in the Islam section, Islam is praised for its tolerance of other beliefs.  Christians are never described as peaceful, tolerant, etc..  A whole section is titled, “Understanding Religious Persecution” and ONLY THE CHRISTIANS are named as persecuting anyone else.  Children are asked to write what is attractive about Islam.  In the Christian section, they are asked how they think others felt to be called an infidel.  This is common practice throughout the sections.  Is this “appropriate” as HM claims?

HM’s A:  Lesson two, in Chapter 8 of “Across the Centuries” is titled “The Flowering of Chinese Culture” (page 202).

BC Comment:  I had objections to this chapter as well in that the writer’s own philosophy is presented.  This is NOT the duty of a historical textbook!  Textbooks are not to be used as tools to confuse the beliefs of impressionable children.  Regarding a painting, the textbook states, “Notice the person in the foreground.  The size of the figure in relation to the landscape seems to suggest that people, or human activities, are not very important when compared with the beauty of the natural world.  Nevertheless, the painter chose to place a human figure in the scene.  Perhaps the painter is implying that people can live in harmony with nature, provided they recognize their small place in it.  Chinese painters tried to represent the spirit, or essence, of the subject.”  Wang Wei is then quoted, “Such paintings cannot be achieved by the physical movements of the fingers and the hand, but only by the spirit entering into them.”  (pg 203)

I realize our environment is of critical concern right now, and should be.  The Bible states that the first job God gave Adam was to tend the garden.  Taking care of the planet has always been important.  But what the textbook is pedaling are philosophies, not fact, and are opposite of what certain faiths believe.  The ideas are leading children into areas that are not the right of public school.  Test scores both nationally and internationally are embarrassing.  Public schools need to use the time allotted to teach our children FACTS, not the textbooks “ideas.”  The textbook described Jesus as “a popular teacher with ideas.”  We have chosen those “ideas.” Stop trying to lead our children to beliefs other than what we, as parents, have a right to teach them.

HM’s A:  One section in Chapter 6 of “A Message of Ancient Days” is titled “The Remarkable Sumerians” (page 152). In Chapter 10 of “Across the Centuries,” the “great Jewish communities” are described as “blossoming… in the centers around the Mediterranean and along the Rhone and Rhine rivers” (page 259).

BC Comment:  Interesting.  I looked up this last sentence above, in the textbook.  It’s proceeded by “Jewish trade networks also grew because Jews were free to move around Muslim lands, while Christians were not.” (page 259)  I’m sure they have some fact somewhere to base this statement on.  But I find it amazing how Muslims are credited at every opportunity while Christians are continuously painted as cold, calculating persecutors. 

Both Muslims and Christians attacked and conquered.  When Christians claim victory, the descriptions are such, “Charlemagne made his defeated opponents accept the Roman church and swear loyalty to him…he forced illiterate clergy to become educated, and tried to rid the church of corruption.”  (pg 258)  When Islam conquers a nation, it is amazingly done with tolerance.  Below, Houghton Mifflin brings out the harshest words about Islam in the textbook.  But surrounding those words are descriptions of the “tolerance” of Islam as shown in the context following: 

HM’s A:  The textbooks include accounts of positive contributions, as well as accounts of cultures, including Islam, using violence to conquer lands and peoples. Chapter 4 of “Across the Centuries” includes a section about how the Abbasids “forcibly took over territories” using a “strong standing army”. (page 86)

 BC Comment:  That is not what the book says.  It says, “Once the Abbasids had achieved power, they were able to hold onto it because of their strong standing army.”  The other fragmented quote can be found two paragraphs prior to that, it states, “The Abbasids forcibly took over the territories that had been conquered originally during the time of the old Umayyad Empire.” 

WOW.  For this explanation sheet, Houghton Mifflin is resorting to cutting and pasting facts together from paragraphs completely apart, to show how fair and balanced their textbook is?

HM’s A:  In the same chapter, the text states that “some [Muslim] rulers forced people to take on Muslim ways” (page 81).

BC Comment:  Check out the words before and after that sentence!  The context is: 

“Over the centuries that followed, many people in the lands under Muslim rule converted to Islam.  Some rulers forced people to take on Muslim ways.  Many Christians and Jews kept their traditional faiths.” (pg 81)

Does anyone not see what I see?  Surrounding the sentence, first we are given a gentle term, “converted,” and what is forced is Muslim WAYS.  (Forced prayer and submission to Allah is a little more realistic). After we are reminded that Christians and Jews were allowed to keep their "traditional faith", a statement I’d like to see evidence of, as that is not what the Quran teaches.

HM’s A: Finally, Chapter 4 details the downfall of the Muslim empire (page 84).

BC Comment:  Most of page 84 talks of the split between Umayyad and Abbasid Muslims, led by al Abbas.  The textbook states, “Some historians say that al Abbas was an uncle of Muhammad.”  “The Umayyad Empire had gained the reputation of being too much of a worldly kingdom and not interested enough in the religious ideals of the prophet Muhammad.”   I find it amazing that at every chance Muhammad is credited, yet in the Christian section Jesus is omitted or limited to “teacher.” 

11.  HM’s Q: “Across the Centuries” describes the word “jihad” meaning to “’struggle’ to do one’s best to resist temptation and overcome evil.” Doesn’t “jihad” in contemporary definitions mean “violence” and “murder”?

HM’s A: This book defines, “jihad,” in full, as a “struggle to do one’s best to resist temptation and overcome evil. Under certain conditions, the struggle to overcome evil may require action. The Qu’ran and Sunna allow for self-defense and participation in military conflict, but restrict it to the right to defend against aggression and persecution” (“Across the Centuries,” Chapter 3, page 64).

BC Comment:  Stop right there.  The Quran and Sunna REPEATEDLY state DEATH to all infidels, Christians and Jews.  Quoting “Across the Centuries” claim to “restricting violence to self defense” is self-authenticating.  Yes, there are verses to that effect in the Quran, as Muhammad was trying to claim he was a prophet to the Christians and Jews.  But once rejected, DEATH became the overriding principal of the Hadith and Quran.

HM’s A: This definition of an “internal struggle” was agreed upon by scholars from a variety of institutions, including:  

 Radical Muslims in contemporary society have used the word “jihad” in a manner that associates it with terrorism and murder. Although some contemporary Muslims may use the word differently, the responsibility of “Across the Centuries” was to define the word on which Muslim principles were built. The contemporary use of the word should be covered in a modern history textbook.

BC Comment:  Claiming they gave a correct historical term, and today’s definition is a contemporary version, is not true.  The QURAN, the root of “where Muslim principles were built, lists “jihad” many times.  Does this word “jihad/strive” sound like it means “internal struggle?” 

“O Prophet! Strive hard against the Unbelievers and the hypocrites, and be harsh with them. Their abode is Hell,- an evil refuge.” (66:9)

For such “elite” historians to claim the meaning of “jihad” has changed is an outrage and a cover up.  Americans are finally realizing that many universities in this nation are forcing a liberal agenda on its students, as they force Islam propaganda to be required reading upon a students enrollment.

HM’s A: Regardless of the present-day actions of certain factions of any culture or religion, it is inappropriate to comment in an ancient history book on the present-day actions of these groups.

BC Comment:  Islam began with The QURAN and SUNNA, which describe what “jihad” is, and as HM states, they both “make up the authentic sources of Islamic beliefs and practices”!  The presentation of “jihad” in the textbook is where the error lies, and HM needs to admit it.  It is a whitewashed fairy tale fed to children as historical fact.

HM’s A:  Some readers and critics expressed concern that the textbooks do not make mention of present-day Muslim terrorists or of oppressive Muslim governments. However, this would be no more appropriate than citing actions of the Irish Republican Army, or of Nazis in Nazi Germany, or the Japanese military in the Pearl Harbor Bombing.

BC Comment:  True.  We don’t need to write current topics in a history book.  But we do need to convey historical FACTS, not fairy tales, and “jihad” is NOT limited to “internal struggle.”  Does this sound like “internal struggle?”(from the Sunna)  ”Allah ‘s Apostle said, “ I have been ordered to fight with the people till they say, ‘None has the right to be worshipped but Allah” (4:52:196) The only internal struggle I see are American’s struggling to accept the reality that a religion hates us purely because we do not believe as they do.

12.  HM’s Q: The text says that Islam gives “clear rights” to women. However, today some of the most oppressive places in the world are Muslim countries. How can this be?

HM’s A: The two textbooks, “A Message of Ancient Days” and “Across the Centuries,” cover history only up to the year 1789. Although today some women are oppressed in certain parts of the world, in 500 A.D. Muslim women had freedoms that were forbidden in most other parts of the world. The right to get an education, the right to work, the right to control one’s own earnings, the ability to make contracts and the right to serve as a witness in court were all rights that Muslim women had during parts of the Islam Empire (“Across the Centuries,” Chapter 3, page 64).

 BC Comment:  Islam did not exist until after 600 AD, and HM claims that in 500 AD, Muslim women had all these various rights?    If that was just an unbelievable typo, I would like to know of ANY rights women had similar to what HM claims, because per the Quran or Sunna, women were sex objects akin to slaves, fully authorized to be beaten, slapped and scourged!

 HM’s A:  Unfortunately, in the year 2002, most of those rights are no longer permitted in certain Muslim countries. However, this is a history book, detailing what was true centuries ago - and does not cover current events.

BC Comment:  This is HIDEOUS “detailing what was true centuries ago”!  What a JOKE!  Islam must be LAUGHING about what we teach our kids!!!!!

 HM’s A:  Regardless of the present-day actions of certain factions of any culture or religion, it is inappropriate to comment in an ancient history book on the present-day actions of these groups. Some readers and critics expressed concern that the textbooks do not make mention of present-day Muslim terrorists or of oppressive Muslim governments. However, this would be no more appropriate than citing actions of the Irish Republican Army, or of Nazis in Nazi Germany, or the Japanese military in the Pearl Harbor Bombing.

BC Comment:  Repetitious explanation which remains non applicable.

13.  HM’s Q: Does “Across the Centuries” encourage students to engage in mock-Muslim exercises?

HM’s A: Nowhere in either textbook is it ever suggested that students participate in or simulate religious activities. Some media have reported an incident in California, regarding class activities that required children to dress up like Muslims and simulate prayer services. Again, this type of activity is nowhere in our textbooks. The activities used in these schools were created by the local teacher/school. Questions about the instructional approach of any particular school, or school district, are best directed to those institutions.

 BC Comment:  Students are asked to form groups, research Mosques and build replicas.  Students are asked to incorporate their names in the “spiritual” script of Arabs used in the “Holy Books”, children are asked to create their own “Tree of Life” including spiritual words.  These are only the exercises straight out of the textbook.  Lawyers intend to show worse from the Teacher’s Edition in the pending lawsuits.  Children are told to “imagine” being in worship activities and write about them as well as write why other nations were attracted to Islam.  And HM has the GALL to state, “Nowhere in either textbook is it ever suggested that students participate in or simulate religious activities?  Does TRUTH have no meaning???  Unfortunately many teachers and other textbook publishers are following suit of Houghton Mifflin and much is happening beyond what Houghton Mifflin has set precedence for.

14.  HM’s Q:  Does the textbooks ask students to build a miniature mosque?

HM’s A: The textbooks use architectural studies to help enhance learning. In several different chapters students are asked to:

BC Comment:  That took a lot to say “yes.”  I have to admit I have mixed feelings about this issue.  The description of Christian’s enthusiasm to build a cathedral on page 282 really softened my heart.  Not EVERY page in the textbook is hideous.  But as I glanced between page 282 and page 288, I find so much criticism and negativity toward the Catholics, (curiously described almost exclusively as Christians), that I am angered again.  The constant criticism and negative view of Catholics brings out the cynic in me, even to the point of wondering why children were told to “be sure to include quotations from at least three people who would be involved in building or using the church.”  The textbook did state the church would take over 100 years to complete and the townspeople knew it.  They would not see the completion of their work.  I wonder how children would imagine the people felt about that.  And yet, I do admit, page 282 is one of the rare pages that gives a fresh breath of a positive view of Christians and their faith.   Nevertheless, I still STRONGLY object to my son being asked to build a “holy temple” of another god, replica or not.  I do not think public school should ask children of different faiths to build temples of worship.  If it is not their faith they should not be asked to participate.  This is called religious freedom.

15.  HM’s Q: Are students asked to write essays from the perspective of a Muslim pilgrim or a Muslim soldier?

HM’s A: The textbook includes exercises that ask students to write from the perspective of many different historical figures. Students are asked to take a look at history through the eyes of those who shaped it. These activities are intended to help students gain an understanding of how and why people acted as they did, and begin to think critically about how they might have acted similarly or differently. Nowhere in either textbook are students asked to engage in “mock-religious” activities, wear religious or cultural clothing, or to exercise the beliefs of any particular religious group. Rather, they asked to understand what people of each culture believed. Some examples of writing exercises:

BC Comment:  A Pope and a Monarch “debating” which is more important, church or state.  I imagine this would soon become a brawl.  This question harmonizes with the majority of the book focusing on fighting between Christians, repeatedly describing us as hostile. 

HM’s A: 

BC Comment:  Again, this is consistent with the leading of the book.  Asking our children to “reveal your thoughts about Islam” would be a review of the positive tolerant Islam they have been learning about.  Fighting for those beliefs seems the natural next step.  Does anybody care they are indoctrinating our children?

HM’s A: 

BC Comment:  Tacitus was also quoted as saying the Christians were deserving of death, not for burning down Rome but for their hatred of mankind, with no supporting facts.  I am surprised they didn’t ask our children to imagine what the Christians did to bring down the fall of Rome, since the textbook claimed Christians were responsible.  Children could have imagined how the Christians, as fed to the lions, were not loyal enough to Rome, thus causing its fall, as the textbook describes.

HM’s A: 

BC Comment:  In the brand new “Across the Centuries” 21^st Century Edition, there is no such exercise on page 240 or that I could find.  There is no “Asoka” in the index.

16.  HM’s Q: Do the textbooks endorse aspects of the Islamic faith as fact?

HM’s A:  No. When the textbooks discuss aspects of any religion or faith, the editors have qualified their statements by citing them as true only to followers of that particular faith:

BC Comment:  This is a flat out lie.  Some statements do include, “Muslims believe” and are listed below, but many do not, as listed after HM’s quotes below.  I actually counted how much text was dedicated to Jesus and Muhammad’s claims, along with words disclaimers:

Jesus Christ as Lord: 116 words (10 disclaimers, i.e., Christians believe)

Muhammad as Prophet: 998 words (9 disclaimers, i.e., Muslims believe)

This is LESS disclaimers with almost 10 times the text! (Actually I had to count ANYTHING that hinted Jesus was anything more than a teacher, it never even states outright that “Christians believe Jesus is Lord.”

HM’s A:  “The first verses of the Qur’an, believed by Muslims to be the written record of God’s words…” (“Across the Centuries,” Chapter 3, page 58)

 BC Comment:  FINISH the sentence, “were revealed to him at that time.”  LOOK at that sentence!  What is it actually stating the Muslims believe and what is it stating as fact?  It is stating that the Quran is believed to be the written record of God’s words, true, but it states AS FACT that they were revealed to him at that time.  “The first verses of the Quran, believed by Muslims to be the written record of God’s words, were revealed to him at that time.”  This is CLEVERLY written but really LOOK at what is being said.  The few times HM does throw in a “Muslims believe” is often done like this in duplistic ways. 

HM’s A: “Muhammad is believed by his followers to have had a vision of Gabriel….

BC Comment:  HM omitted “The angel told him to recite in the name of God.” 

HM’s A:  Followers of Muhammad believe the angel then told Muhammad the first of many messages from God… Muhammad’s followers believe that in another vision….” (“Across the Centuries,” Chapter 3, page 58).

BC Comment:  As you can see, much is written about the beliefs.  Then the closing paragraph states, “These revelations confirmed both Muhammad’s belief in monotheism, and his role as the last messenger in a long line of prophets sent by God.”  Sheesh!  All wrapped up with validation?  In addition, the section is listed under the heading, “The Life of the Prophet.”  Interesting that Jesus never receives that kind of acclaim or validation.  Jesus, the “popular teacher with ideas” while Muhammad is heralded as a prophet again and again. This is unbelievable. 

HM’s A:  “Muslims believe that the founding and settling of Mecca is related to the story of Abraham… According to Islamic teachings, Abraham and Ishmael built a cube-shaped shine called a Ka’bah… Islam teaches that Abraham was commanded to build the Ka’bah as a house of worship…” (“Across the Centuries,” Chapter 3, page 57).  

BC Comment:  That’s nice.  HM has no problems noting that Muslims believe a building was built and that Mecca is related to the story of Abraham.  I wish they were that cautious about Islamic beliefs regarding Muhammad’s supposed visions. 

Following are statements without disclaimers anywhere near them, and I challenge HM to show me where if they deny it:

17.  HM’s Q: Does the text imply acceptance of Muhammad’s mission by occasionally referring to him as “the prophet Muhammad?”

HM’s A: No.

BC Comment:  WHAT??  Even one of the headings state, “THE LIFE OF THE PROPHET.”  I counted FORTY TWO TIMES Muhammad was referred to as a Prophet!!!  FORTY TWO TIMES!!!!  Look at the quotes I listed just above this question!

HM’s A:  The textbooks refer to several historical figures as prophets, including Judeo-Christian figures: “The Prophets warned [the Jews] that God would punish greed, unfairness to others and the worship of other gods… Jeremiah, one of the better-known prophets… According to the prophets, the [Jews] did not heed the warning… the prophets offered hope for the future” (“A Message of Ancient Days,” Chapter 10, page 311).

BC Comment:  Right.  HM takes time to denounce all Biblical prophets.  These are all clips and when pieced back together, HM states, “The prophets were not fortune tellers who predicted the future. Instead they preached a message about how the people should act in the present.”  No, the prophets were not “fortune tellers” but they DID relay the future as GOD told them.  Muhammad is the only prophet that could not relay the future. It seems HM redefines “prophet” because Muhammad did not prophesy the future.

The textbook states: “However, by accepting the prophets’ explanation for the disaster, the Jews could keep their faith in God and survive exile.” (pg 311) The Jews had faith because they KNEW GOD.  Not because any prophet attempted to explain away their circumstances!  HM does describe “prophets” but they sound more like charlatans by HM’s description, except for Muhammad!

18.  HM’s Q: Does the text cover Christianity in the Middle Ages, as required by California State standards?

HM’s A: Yes. In Chapter 10, the text discusses the role of the clergy in society of that era. “The influence of the clergy - from pope, archbishops, and bishops to priests - extended to every part of medieval life…” (“Across the Centuries,” Chapter 10, page 268). Furthermore, the themes of Christianity, and Judaism to a lesser degree, are echoed throughout this 20 page section on the Middle Ages in Europe.

BC Comment:  Did the State require that Christianity be denigrated as it was “covered”?  Again, disparaging descriptions with few exceptions are afforded the Christians.  Salvation is described as:  “accepting the beliefs of the church, living a moral life, and performing good works.”  Paying a tithe is then immediately described.  In other words, believe as we do or go to hell, and pay on your way out.  This is a twisted version of the Gospel!

19.  HM’s Q: Emperor Constantine played a pivotal role in Christianity and Western Civilization. Is this covered in the textbook?

HM’s A: Yes, the textbook dedicates Chapter 11 (26 pages) to the role of Christianity in Europe. “Across the Centuries” teaches about the significance of Constantine making Christianity the official religion of the Roman Empire. Constantine is also covered in Chapter 2, (pages 30-31 and 42-43).

BC Comment:  I actually thought they did a pretty good job about Constantine, though I have nothing to reference it to, I never studied that time frame.  But as for the “role of Christianity,” it was very negatively done, presented Islam’s beliefs about Jesus Christ, blames Christians for the fall of Rome and actually seems to excuse the killing of Christians, though two times admitting the treatment was rather “harsh”.   

20.  HM’s Q: Francis of Assisi is an important Christian figure. Is his story told?

HM’s A: Yes. Chapter 11 tells the story of Francis of Assisi (“Across the Centuries,” page 287). The text cites his “love for nature and all living things” and his efforts to “rebuild churches and serve the poor” (page 287).

 BC Comment:  Chapter 11 is hardly devoted to St. Francis of Assisi.  His story is told with two paragraphs, two sentences and a quote that I’m sure misrepresents his work.

 21.  HM’s Q: Does the textbook mention the Islamic law allowing a man to have more than one wife?

HM’s A: No, it does not mention any instance of polygamy in Christian, Muslim or Judaic cultures.

22.  HM’s Q: How can I get a copy of these textbooks?

 BC Comment:  Why?  Pay over $60 a book for propaganda?  I think a better question would be, which law firm will actually file a lawsuit and how can I donate to that cause AFTER they have done so? [We now know and applaud Thomas More Law Center for fronting the heavy financial burden to do just that, and filing federally].

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