MAJOR CHANGES IN THE TEXTBOOK ADOPTION PROCESS

Reposted from TN Eagle Forum:

MAJOR CHANGES IN THE TEXTBOOK ADOPTION PROCESS:
SB 1602 by *Bell , Gresham, Stevens, Yager, Johnson, Tracy, Hensley, Crowe, Tate, Ketron, Campfield, Haile
HB 2249 by *Casada , Womick, Butt, Dunn, Sargent, White D, Matheny, Evans, Brooks K, Weaver, Rogers, Sparks, Goins, Coley, Ragan, Moody, Holt, Bailey, Hall, Eldridge, Faison
As introduced, restructures the textbook commission and the textbook selection process
STATUS:
As amended, SB1602, passed the Senate on March 17, 27-3; HB2249 passed the House on April 16, 73-15. The problem was that the two versions were different -- the main sticking point being who appoints the members of the Commission.  The Senate bill required 3-3-3 (the Governor appointing three, each speaker appointing three); the House bill required 5-2-2 (the Governor appointing five, each speaker appointing two).  The bill was sent to a Conference Committee to come to agreement, which, thankfully, was the 3-3-3 provision. You can read the Conference Committee Report HERE.  The Report was adopted in the Senate 29-3-1; in the House 75-20. Folks, please understand, this is HISTORY Making legislation and a HUGE 'thank you' goes out to all those to read the textbooks, testified in the various committees, and who contacted their lawmakers urging them to make these much needed changes!!! Deep appreciation also to Sen. Bell and  Rep. Casada for their sponsorship of this legislation and to Sen. Gresham, for holding the hearings in the fall about the entire Textbook Commission debacle and review process.

My Comment:  There was a lot of very good legislation passed this year. It matters who governs. There was also some embarrassingly bad legislation proposed but it was so amended to not be objectionable by the time it passed or it failed to pass.  The system usually works pretty well and not a lot of really dumb stuff passes. 

Among the bills I am most pleased to see pass this year is this one.  In the past, our text book selection process has been a joke. In committee hearings last year, members of the text book selection committee admitted they were unable to read the text books they were charged with selecting. Time and structure of the committee simply made it impossible.

I admit  that some of the activist who helped mobilize this effort to change the text book selection process, are people whose judgement I would not trust in critiquing text books. Also, I am sure that under this new law, many text books will be objected to because they present global warming as science, or present evolution as a fact without offering the "intelligent design" alternative theory, or that mention the historical fact that during the Middle Ages Jews were treated better under Islamic rule than in western Christian kingdoms.

Also, however, I expect that textbooks can not get away with presenting Mao Zedong as a great unifier and reformer of China without mentioning the madness of the great leap forward, land reform, and the cultural revolution and Mao's responsibility for the death of 77 million people or more. Neither can Castro be presented as a folk hero reformer. I expect a textbooks that in tone is critical of free markets and capitalism and praises big government solutions to social problems will be tagged for bias. I expect that a text book that presents native Americans prior to the arrival of Columbus as a gentle people living in harmony with nature and one another in a bucolic existence to be tagged. What about the ritual continuous human sacrifice of the Aztec who ripped the beating heart out of their victims? That ought to be in the text books about native Americans for a balanced view.

This new bill may profoundly change text books. Text books are written, for the most part, by full-time academics and academia is dominated by people with a liberal to leftist bias. They should not be allowed to pass their left-wing bias on to our children. Education is too important to be left up to educators. Society needs to have input into what pubic schools teach.

For this new law to have impact however, responsible sensible educated conservatives must get active in reviewing text books. A lot of parents and other citizens must be reviewing the text books, writing convincing rational reviews of the books, passing that on to the members of the text book commission and asking them to not approve the books found to be objectionable. If the only criticism is coming from persons with an outlier minority view of scientific issues, Christian Zionist, and right wing crack pots, then the critics will be marginalized and not much will change. People who are conservative, but not crack pots, must get involved.  If that does not happen, the new commission will ignore the crack pot critics, and approve books as presented and not much will change.

If I get tired of blogging, my next contribution to the conservative cause may be as a citizen text book reviewer. I think I could enjoy that. There are a lot of educated, retired people with a lot to offer, but who spend their time in idleness or sit on the sidelines watching others influence events and complain.  This change in the textbook law has opened the door for many people who want to have an impact, to do so. I hope they step up to the plate and do not let this opportunity slip away.

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Victoria Jackson's claim about explicit sex ed book, not true.

Victoria Jackson

As a political blogger, I try to be careful about what I post. If I read something that appears true, I usually try to find the same thing reported in another legitimate source before I repost it and I try to follow links back to the original source to see if something came from a credible source. Often something can be found a dozen or hundreds of times on the Internet, but that does not make the item credible.  The Internet has a really big echo chamber. The downside of being cautious about what I report is that I may not always report the most current information and I may miss something important.  However, I would prefer to era on the side of caution. The truth is that there is a lot of false information that floats around the Internet and I do not want to contribute to that.

A few days ago I saw the post from former Saturday Night Live star Victoria Jackson exposing a

book supposedly used in the a 4th grade class in Williamson County.  The name of the book was, "It's Perfectly Normal." The book teaches that masturbation and homosexuality are perfectly normal. Accompanying Jackson's commentary about how awful the book was and that it should not be used in the class room and that that was an example of the reasons she was running for political office, there were several pictures of cartoons from the book which show genitalia.

The report was so specific that I had no reason not to believe it.  I almost reposted and commented but for some reason I didn't. My instinct told me to be cautious and wait. I am glad I did. Not many conservative bloggers were cautions.  This story went viral. It was repeated over and over again on blogs from bloggers all over the country. Victoria Jackson has since removed the post from her blog but the story is still all over the Internet. The story was not true. That book is not being used in a classroom in Williamson County, it is not on any state-approved reading list, and it is not in any Williamson County School library. (link) Nevertheless, this is probably one of those stories that people will repeat and repost and repeat. The truth will never catch up to the lie.

Victoria Jackson who is running for a seat on the Williamson County Commission says a retired 4th grade teacher showed her the book and said it was being used in the classroom.   Jackson should have got her facts straight before she posted the story.  She should have went to the school where the book was supposedly being used and confirmed if it was in fact being used. She should have went to the School Board administration and asked about it. She should have checked to see if it was in a school library or on a state-approved textbook list. She did not. Her reckless reporting of this, may be reason enough not to vote for her for a seat on the County Commission.

I don't know who first said them but here are a couple quotes that come to mind relevant to this story:  "Believe only half of what you see and nothing that you hear." "A lie gets half way around the world before the truth has a chance to get its pants on."   

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Dr. Jason Robinson: I could not with a clear conscience agree to place some of the materials presented to us in the hands of my children or any other student in our state.

Below is the statement of Dr. Jason Robinson of the state textbook commission delivered at the October 23rd meeting of the commission. He was one of the "no" votes, voting against approving the list of social studies text books. I feel that his statement is important enough to be printed in full. I copied this statement from the website of Tennessee Eagle Forum. 

Statement of Dr. Jason Robinson:

First of all, let me thank you all for your hard work and dedication in this process. I also want to say that I have a great amount of respect for each of the commissioners seated with me. There is not one person up here who doesn’t want the very best for our students. In addition, I would like to thank Mr. Branch, Ms. Barton, Ms. Shelton, Ms. Jones, and the other folks from the Department of Education. I want to thank you for your support and for not pressuring this commission in any way. You have shown us nothing but respect. Finally, I would like to thank each person in the audience for your dedication to our kids.

For the past several months, we have taken a great amount of time looking at social studies textbooks, listening to concerned citizens, examining reviewer comments, and hearing presentations from textbook companies. And we have researched information on our own.

As one of the newer members of this commission, I had no idea of the responsibilities and weight that I would feel when I was appointed to this panel, but I do not believe it is by accident that we are here. When talking about the responsibility that we have in the textbook adoption process, I was told that we, the commission, make sure that the books cover the state standards. It is not our job to look at biases or inaccuracies but just to decide on a list of textbooks that are standards based. Local school systems ultimately decide whether textbooks are biased and inaccurate. If they don’t like the books, they shouldn’t buy them. The power to select textbooks is truly in their hands. 

Teachers also play a big part in what is being taught in the classroom. As a former public school science teacher, I understood that textbooks were simply a source of information. In no way did they direct my instruction. I, as the teacher, had a great amount of influence over the fine details that were covered in my classroom and the way I answered and presented material. Parents also play a big part in the information that children are presented. Over the last two years my wife and I have had several conversations with our high school and middle school aged children regarding inaccurate information that was presented in a classroom. It was information that contradicted the personal beliefs and values we embrace as a family. The information was not contained in a textbook but was nothing more than one teacher’s political and social opinion. It was our job as parents to step up to the plate and correct a wrong.

And we did that.

When I served in the public schools, I had the opportunity to serve on several textbook selection committees for Bradley County Schools.  We believed wholeheartedly that if a textbook was on the state’s approved list, it was high quality, unbiased, and accurate. At no time did we ever examine the textbooks to check for those items. Instead, we looked at how colorful the photos were, what kind of technology perks we would be given, and how many consumable items would be included with the adoptions. I know for a fact that many educators have no idea that textbooks on the state’s approved list may still contain details that may be considered inaccurate or biased. How did some materials make their way into the classrooms the last adoption cycle? They made their way into those classrooms because that school system purchased the books…..the books that educators believed contained accurate unbiased information because they were on the approved list.

As a member of this commission, I believe it is my job to do all I can to make sure that every single child from every different background, religion, ethnicity, or socio-economic standing, has the highest quality textbooks available to them. We have been presented some books that contained inaccurate information, vulgar language, inappropriate cartoons, possible social and political agendas, and potential religious bias. We have been told that certain scenarios are acceptable because there were in advanced level textbooks. In my opinion, that is ridiculous. I believe the textbooks should cover the standards. There is one standard that I believe some of the textbook companies have forgotten and that is a standard of excellence that every child in our state deserves, no matter what their belief or background is. My opinion is personal. I am a father, an educator, and a member of this commission.

 I spent a great amount of time looking through reviewer comments, public comments, emails, and research, and I couldn’t believe how many corrections had to be requested from certain textbook companies. If they had done it right the first time, we wouldn’t be in the situation we are in today. Yes, they have corrected some of the information requested, but they shouldn’t have had to, definitely not to the degree necessary.  If there are any textbook companies represented in this room today, I would be embarrassed and ashamed by the concerns some of your companies have caused.  If the individuals who wrote the material contained in some of your textbooks are the best you could find, you probably ought to start from scratch and hire some new writers. Just present accurate facts, and let the students and families form their own opinions. They don’t need your help, just the facts. That, in my opinion, is an education.

As a commission member I want you to know that my decision is not based on public opinion or the opinion of any individual, political, or government entity. It is an educated opinion that I have made by looking at the details contained in the textbooks and from all of the information presented. The name says it all - APPROVED TEXTBOOK LIST. For me to agree says I personally approve of every textbook we have been presented, I cannot do that, and I believe our elected officials with whom we met this summer at Legislative Plaza on both sides of the aisle would agree with me.  I could not with a clear conscience agree to place some of the materials presented to us in the hands of my children or any other student in our state.

For that reason, I will be voting “NO” to the list as it is presented.

Thank You.

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Textbook Commission approves textbook list by 3-2 vote! One book removed.

In Tennessee, a 10-member textbook selection panel is charged with reviewing text books and recommending a list of  selections to the State Board of Education. The State Board of Education then approves the list and local school systems then choose which textbooks to adopt from the official state textbook list.

In the past, this has been a process that received scant attention and by most accounts was pretty superficial. For one thing, due to time restraints there was no way the members of the textbook selection panel could actually read all the textbooks they considered. Earlier this year, some parents and citizen activist started paying attention to what textbooks are being used in our schools and found some to which they objected and started reading the text books and letting there opposition be know. To learn more about this topic and read previous post on this issue follow this link.

In response to public pressure, on October 7th when the textbook Commission met they refused to even make a motion to accept a list of  Social Studies textbooks.  When they met on October 23rd only five members were present and the list of social studies text books were approved by a vote of three to two after one book was removed from the list. 

While some of the activist were disappointed that the list was approved, I would think this is a tremendous victory. For the first time people are paying attention to the selection of textbooks, one book was removed, the 3-2 vote is a close vote, and instead of just routinely approving a list of books, the text book panel actually carefully considering their actions. This is a great start!

To read a detailed report of what happened at the Textbook Selection meeting on October 23, follow this link to the Eagle Forum website: State Textbook Commission meeting, October 23.

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Tennessee citizens are taking an active roll in the selection of textbooks.

The process of approving text books for use in Tennessee's public schools has in the past been a pretty lame and superficial process. For one thing, the number of people appointed to the commission could not possibly read all of the text books they are charged with approving in the allotted time and there has not been a citizen watchdog group that exerted influence on the commission. Usually no one showed up at the public hearings on textbooks.

Since most textbooks in use are the same book from one state to another, we can be thankful for the activism of Texas parents who have kept the worst of text books from being approved. For about 50 years or more, Texas has been the filter that kept the worst in liberal indoctrination from making it into the text books of the nation. Since Texas has such a huge share of the market, if Texas rejected a textbook the publisher would go back and revise it in order to get it approved. Texas however could not keep all bad textbooks off the market. Some books are not even considered for use in Texas, so those were never reviewed by the Texas textbook commission. And, Texas could not catch everything.

For the first time that I know of, Tennessee is taking seriously the process of reviewing text books.This year dozens of parents across the state devoted their summer to actually reading the Social Studies textbooks that were up for adoption and they expressed their concern to the text book commission.

Below is a report from Thomas Bunetta posted on the Tennessee Eagle Forum Facebook page:

The Tennessee Department of Education’s Textbook Commission is meeting to consider approval of recommended social studies textbooks for the state’s public schools. Normally, nobody from the public shows up at these meetings. But this time, ACT! for America chapter leaders and members are out in force. They’ve done their homework, using our “Education or Indoctrination: The Treatment of Islam in 6th through 12th grade American Textbooks” report. They’ve done the legwork, educating public officials and the members of this textbook commission, showing them the many flawed and biased ways Islam is presented in the textbooks they are considering.

And then the time comes for the commissioners to vote on whether or not to approve the textbooks. And not one of them makes a motion to do so. So a second call was made for a motion. And not one of them offers the motion. The state’s Director of Curriculum stands up and sternly warns the commissioners there’s a deadline looming and they need to approve these books. And the commissioners hold fast and refuse to approve the textbooks.

Wow.

To our knowledge this is the first time a state textbook selection committee has refused to approve textbooks due to concerns about how Islam is presented! Yes, folks, you can fight city hall. It’s not easy, but it can be done. You have to be informed, organized and strategic. Which is what we do at ACT! for America and what our Tennessee chapter leaders and members did. They did it smart. They did it right. And they’re just the latest example of what ACT! for America is accomplishing and how our strategic and grassroots approach WORKS!

The final chapter still has to be written. There’s another commission meeting on October 23rd. We need the commissioners to stand their ground and refuse to approve these social studies textbooks. If you live in Tennessee, you can help push this across the finish line by contacting the Rutherford County chapter of ACT! for America at rutherfordcountyact@gmail.com.

Thank you, ACT! for America chapter leaders and members in Tennessee for your awesome work on our behalf. Keep fighting the good fight!

This fight over text books used in public schools started in Williamson County over a textbook that activist claimed was biased against Israel and equated Israeli self defense with Palestinian terrorism. The textbook in question was A Cultural Landscape: An Introduction to Human Geography, used in a human geography class, an elective in an Advanced Placement course. The specific complaint was a passage that asked students this question: “If a Palestinian suicide bomber kills several dozen Israeli teenagers in a Jerusalem restaurant, is that an act of terrorism or wartime retaliation against Israeli government policies and army actions?” 

My feeling at the time was that smart high school seniors who next year will be in college did not need to be protected from that kind of thought-provoking question. Also, the protest opposing this textbook was led by Laurie Cardoza-Moore, who heads a Christian Zionist group called Proclaiming Justice to the Nations. She is best know for leading the opposition to the building of a Mosque in Murfreesboro. I certainly would not have joined her in that fight. I believe the First Amendment also applies to Muslim and that they have as much right to build a mosque as do Mormons or Jews to build a temple, or as do Hindus or Buddhist or any Christian sect to build a house of worship. 
Because of her anti First Amendment position on that issue, I was not likely to support her fight over textbook selection. Also, I am leery of  ACT! I have attended some of their meetings and saw a film they produced, but have  tended to think they painted all Muslims with the same brush and their position was on occasion more based on bigotry than logic. 

Not being a fan of ACT or Laurie Cardoza-Moore I am, nevertheless, pleased with the developments taking place in the Tennessee Textbook Commission. I am glad that citizens are taking an active roll in the selection of textbooks. In countering the bias in textbooks as it relates to the presentation of Islam and history concerning Muslims, ACT has done their homework. They have meticulously examined numerous textbooks and countered claims that white washed or distorted Islam history or doctrine or contemporary Islamic culture. They have footnoted and documented with other superior sources those claims and generalizations that presented Islam is a favorable light or misrepresented historical fact. To view their report go to this link: Education or Indoctrination, The treatment of Islam in 6th thought 12th grade American textbooks. 

While ACT is concerned with the presentation of Islam, I am much more concerned with a liberal bias presented in books on American and World history and economic matters. I wish someone was taking the same meticulous approach to how history books portray the cold war, Communism, the arms race, the settlement of America and the conflict between Europeans and Native Americans, the sixties, environmentalism, social movements, and government economic intervention and the roll of free markets. 

What is taught is our schools is too important to be left to academics who have a liberal bias. It is an undeniable fact that liberalism is the dominant point of view in academia. While academics may claim they adhere to the highest academic standards of objectivity, it is unavoidable that their own prejudice finds its way into the textbooks they write. All textbooks should be examined carefully and we should have confidence that controversial topics are presented with balance, that sensitive matters are age-appropriate, and that text books are accurate and that they educate rather than indoctrinate. 

 

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