Should the Texas Board of Education determine the content of history textbooks used in Texas schools?

Whitney McCaskill Capstone Writing Intensive Section Summer 2012

ABSTRACT
In 2010, the Texas Board of Education gained full authority to decide which historical details and concepts should be taught in Texas public elementary and middle schools. This enabled them to discount the input of historians and instead appoint religious activists to the expert panel they relied upon to verify textbook content. A proposed solution is to guarantee a more whole involvement of experts from TEKS review to the final textbook adoption list in addition to setting a certain criteria that panel experts must fulfill. However, proponents of the current process argue that there is already a liberal skew to history books and it is necessary to include more religious and conservative content. This Capstone paper will examine the process of textbook creation and adoption in the attempt to understand the current and relevant social problem of misinformation.

Table of Contents
Submission Five..................................................................................................................................11 End Notes...............................................................................................................................................25

Appendices

A. SUBMISSION ONE
1. TOPIC ANALYSIS......................................................................................................................... 31

2. ANNOTATED BIBLIOGRAPHY.....................................................................................37

B. SUBMISSION TWO
1. SUBMISSION TWO..............................................................................................................49

C. SUBMISSION THREE
1. SUBMISSION THREE........................................................................................................55

D. SUBMISSION FOUR
1. CIVIC ENGAGEMENT.....................................................................................................63

2. INTERVIEW TRANSCRIPTS i) Amy Jo Baker................................................................................................................65

ii) Jim Cameron.................................................................................................................67 iii) Tiffanay Waller............................................................................................................71 iv) Ron Reed.....................................................................................................................75

v) David Barton................................................................................................................81 3. PRESENTATION OUTLINE...........................................................................................87

E. BIBLIOGRAPHY..............................................................................................................91

It was like walking into an enormously important secret gathering. The tables were arranged

into an open rectangleextending from end to end of the conjoined classroomsthat positioned every seated member to more-or-less face everyone else, facilitating one big round table discussion. Any time a member spoke, the absence of interruption and level of attention paid made you feel like he or she was about to say the most important thing possible in that very moment. The room arrangement seemed to encourage equal participation of everybodyeven I, the mysterious outsider who was easily 20 years less experienced and younger than everyone else therewas almost tempted to just say something. The civility and receptiveness inside this room could have really put any courtroom to shame. On what most Texans might recall as nothing more than another brutally hot Saturday af-

ternoon, over 50 well-respected individuals gathered just behind the IMAX theater on the first floor of the Bob Bullock Museum to collect a corresponding clip-on badge and placard, each displaying a first and last name printed in a crisp black sans-serif font. The only reason I was privileged enough to have my name on the RSVP list, if you will, was because of my recently established acquaintance/ friendship with Amy Jo Baker, the founder and director of the Texas branch of the National Council for History Education. There were no advertisements or invitations or any other sort of public encouragement to attendonly the email that meeting moderator Steve Cure sent to a refined list of individuals and organizations in an effort to organize a collaboration of diverse, relevant, and influential forces. It was an undeniably dedicated collection of university professors, textbook publishers, museum directors, ISD administrators, battle re-enactors, historians, schoolteachers. These concerned folks willingly traveled from all four corners of our beloved state on August 11, 2012 to discuss the health of history education in the first (and appropriately named) Texas History Education Summit. When I arrived, which was unfortunately halfway through the meeting, and found my

way to the designated classroom, the room was engaged in what the summit agenda referred to as a Q&A with panel of Award Winning Teachers1. An incredibly tall man with a thick build and dressed in a black polo was seated in the middle of the long left side of the table formation. Within
11

minutes and before any official introduction was made, I recognized this man as the same one that had recently engaged in a brief email conversation with meMr. Steve Cure, the Director of Educational Services for the Texas State Historical Association. We need to quit calling it history, offered Sally Hunter, a strong-willed and outspoken 4th

grade teacher in the Austin ISD. Maybe we need to call it Learning From the Past or Preparing For the Future. This nit-picky examination of rhetoric is at the heart of the most disturbing controversy that has been haunting the education and history fields for the past few years. As the line separating politics from our daily lives seems to wearily chip away, the curricula of public schools has become a primary point of disagreement between liberals and conservatives, Republicans and Democrats, even churches and historians. It has raised the ever-sticky discussion of values, not to mention nearly unanswerable (or at least once answered, almost always disagreed upon) questions such as what defines history or what determines an expert. As I sat on the edge of the round table discussion, partly terrified that I would be quizzed and called out on my embarrassingly slim historical memory, I couldnt help but wonder what our world would be like if every gathering were conducted even half as diplomatically as this.

An Unfortunate 15 Minutes of Fame The Texas textbook controversy, as Jim Camerona Michigan native and the current ex-

ecutive director of the National Council for History Educationseemed to cautiously call it (perhaps for fear of riling one of those loony Texans)2 reached peak fame in mid-March of 2010 when finger-pointing headlines such as How Texas Inflicts Bad Textbooks On Us appeared in popular national news sources like The Economist and The New York Times.3 This media uproar came after a conservative majority on the Texas Board of Education (TBOE) successfully pushed for the adoption of their proposed social studies curriculum changesrevisions that focused on the addition of more conservative content, or what critics described as blatantly inaccurate and politically motivated information. With this adoption, Texas 15-member board of education had effectively planted a seed of fear and contempt in parents, schoolteachers, and historians across the nation that would
12

soon take root and branch out into an emotionally driven debate centered around something that most of those involved had not considered in years, even decades: history textbooks.

The Texas Board of Education

History of the Board

In the aftermath of defeat in the Civil War, Texas delegates that were chosen by Gov-

ernor Hamilton assembled to write the Texas Constitution of 1866. Under President Johnstons Reconstruction requirements, the constitution not only recognizedthough with teeth tightly clenchedthe end of slavery and declared secession illegal, but also loosely established an educational governance committee to oversee the Texas public education system.4 This ex-officio5 board was composed of only a few state governing officials, but became more clearly defined in 1929 when it was changed to consist of nine governor-appointed members serving six-year terms, and again in 1949 when another amendment changed it to an elected 21-member panel.6 1949 additionally marked the establishment of the State Department of Education, or as we know it today, the Texas Education Agency (TEA). Our State Board of Education (SBOE) eventually came to exist as a board of 15 representativesone from each of the uniquely defined SBOE districtsand a commissioner of education, who is nominated by the board members and appointed by the governor, all of whom serve overlapping four-year terms. Furthermore, and for the sake of simplification, it is important to understand that the TBOE is the 15-member policy-making board for the TEA that is responsible for the governance of public elementary and secondary education, which includes, among other tasks, adopting and regulating textbooks, curriculum standards, and supplemental materials. Our current state board of education7 is comprised of ten Republican members, five Democratic members, and Republican Barbara Cargill as the governor-appointed board chairperson. The 15 seats are elected by the constituents within each of the 15 SBOE districts, which are distinctly different from any other type of district borderlines.

13

Textbook Adoption Process The selection of instructional materials is a subset of a much broader decision process

regarding the general curriculum standards that must be taught in all public elementary and middle schools. These standardswhich you might recognize as the TAAS, then the TAKS, and which are now the TEKS (Texas Essential Knowledge and Skills)act as the blueprint for future revisions of public school textbooks, standardized tests, and teacher certification requirements.8 Recommendations for the TEKS standards, which are reviewed and revised every 10 years, are submitted by a group of about 240 teachers9 and then passed along to the questionable review panel of experts. Once this panel makes their revisions to the teachers recommended standards, the board members engage in several more steps of review before publishing the official TEKS standards. One of the most unsettling amendments to the system that oversees our public education occurred in 2010, when the state board of education came to possess the sole power to define and change the states education standards.10 This detail might not seem relevant or important in any way, but the TEKS standards decide which individuals, organizations, events, skills, and concepts are taught in each course at each grade level from Kindergarten through 12th grade, so it is necessary that a qualified and diverse group of individualsespecially experienced experts in the applicable fieldare involved in the entire process that results in school textbooks. Once the TEKS standards are updated, the state board calls for bids from textbook publish-

ers. They submit their materials and we have our panel members review them, explains Tiffanay Waller, a review and adoption specialist for TEAs Instructional Materials and Educational Technology department.11 Then, if [the review panelists] feel that a certain TEKS is not met, we provide that information to the publisher and the publisher will either change that material or enhance it to where it does address those TEKS standards so that the book is adopted in Texas. The public also has the opportunity to recommend materials, though Waller noted that the board usually sees the same familiar publishers submit their materials. As of 2005, there were four publishing companies that dominated the entire national textbook market: Pearson, McGraw-Hill, Reed Elsevier, and Houghton Mifflin.12 Since Texas is the largest market for textbooks, publishers often focus on break14

ing into this market, especially considering that if successfully, the profit is unlike any other state is able to produce. In order for a publisher to get their proposed textbook onto an approved materials list, they must fulfill only 50% of the TEKS standards.13 Once a textbook meets 50% of the TEKS and is approved, it is added to the state boards list of approved materials, from which school districts can review and choose the instructional materials of their chose. Until recently, school districts were only able to choose and purchase instructional materials off of this designated materials list released through the SBOE. Early this year, though, Senate Bill 6 passed, giving school districts the freedom to choose instructional materials that are not included on the boards confirmed list and use state funds to finance them.

History of the Texas Textbook Controversy Even before the 1900s, history texts presented a consistently biased version of history, es-

pecially considering that most of the early writers of American-history textbooks were preachers or teachers in church schools.14 Only recently, though, has it become a problem grounded in politics. Mel and Norma Gabler, a married couple in East Texas, initiated what can be considered the

first wave of conservative opposition to history textbooks after they noted what they considered to be a disturbing amount of historical errors in their sons history textbook. This drove them to establish their company, Educational Research Analysts, with the motto We review public school textbooks from a conservative, Christian perspective.15 Though the Gablers company does not possess the power it once did, the couple was infamous for unrolling their scroll of shame at board meetings and reading off a list of objections they had to the content of current instructional materials.16 This list was the product of their strenuous reviews of textbooks from all subjects and targeted subject areas of concern, including the original intent of the U.S. Constitution, respect for JudeoChristian morals, and the free-enterprise system. The Gablers and their supporters gained notoriety with their persistent domination of the textbook adoption hearings in which they intimidated the SBOE and textbook publishers with their provocative demands to eliminate liberal, secular, proevolution bias.17 Though they hold the same traditionally conservative beliefs as prior generations,
15

what distinguishes Educational Research Analysts and other similar groups is an increase in political power, financial support, and determination. Some say they are finally getting their voices and views heard and incorporated while others say that this sort of incorporation is dangerously invasive and unnecessary.
Legislation History

The state board of education faced authoritative restrictions in June of 1995 when the Texas

Legislature passed Senate Bill 1, which limits the boards power to edit textbooks; additionally, the state attorney general strictly interpreted the bill to clarify that the TBOE can reject a textbook only if it does not meet physical specifications, fails to cover the state curriculum standards, or contains factual errors.18 Though in accordance with the saying that if you want something badly enough, you will always find a way to get it, the board has subsequently began to question and redefine what is considered a factual error in a way that has allowed them a bit more strength in the discussion of textbook content. The most recent legislative action was Senate Bill 6, which was implemented on September

1, 2011. The bill freed up $792 million in state funds for districts to spend on instructional technology and the textbooks of their choosing, a resolution that was greeted with open arms by many school districts and a lot of the general public in that it. It technically reduced the control of the state board over exact textbooks, though districts are still responsible for covering 100% of the TEKS standards. Despite these legislative attempts to settle the SBOEs controversial role in history text-

books, there is still a debate living and thriving and potentially even growing. The Texas textbook controversy, as it presently stands, draws proponents and opponents apart on the grounds of three distinct issues.

Political Bias In order to understand the argument regarding the political nature of textbook adoption,

it is necessary to first step back and examine the nature of SBOE elections. Not unlike any other
16

political event we are familiar with, the campaigns of state board candidates have gained a reputation of acting as money races, electing the candidates with the most wildly enthusiastic and determined-not to mention most financially aptband of supporters. Generally speaking, the majority of voters dont show any interest in the SBOE elections, so it is essentially up to the candidates to motivate the right support team, especially considering the fact that over the years, it has become much more costly to run these campaigns, which seems a bit ironic because board members are not paid whatsoever.20 Nonetheless, monetary assistance has become absolutely necessary. 25 years ago, a candidate had to only spend $5,000 on her campaign to get elected; in the most recent election in 2010, several candidates spent up to $500,000 each.21 Aside from the election of the board members, the review of curriculum standardsor as they are known in Texas, the TEKSis similarly as politicized. David Barton, an expert panelist for several state boards including Texas, explains that the whole process becomes very much like being in D.C. because you come to Texas and you spend your money on political campaigns and you get all the constituents in your district to call whatever state board member and tell them to vote no on this amendment.22 A swarm of outside interest and lobby groupsadvocating everything from less religion to more business to entrepreneurship start coming in, spending money, and doing email blasts and mailings, all in the attempt to get their district constituents to call their representative board member to make sure to include this or take this out or change this in the TEKS standards. Perhaps in anticipation of the intense scrutiny of just about every interest group imaginable,

the textbook discussion has essentially been diminished to a word-by-word editing battle, resulting in proposed changes for undeniably important terms like democratic (substituted with constitutional republic) and capitalism (free enterprise system).23 It has become a numbers game that tallies the number of conservative names and titles to compare against the number of liberal names and titles. The conservative proponent side of the debate, which was, until recently, led by previous board chairperson Don McLeroy, who once said during a committee meeting that education is too important to not be politicized,24 argues that history has already been skewed with a liberal perspective and that by adding more conservative figures, organizations, and events, the board would
17

be striking a balance.25 In response, opponents argue that while history is a nonpartisan subject, seeking absolute objectivity and the equal treatment of various viewpoints is often inaccurate and misleading.26 According to Amy Jo Baker, co-founder and director of the Texas branch of the National

Council for History Education as well as a retired teacher from the San Antonio ISD after 40 years experience, there is the politically effective strategy of misinformation. There are groups on both sides that [feed] the newspapers red meat, so to speak, said Baker.27 Take Thomas Jefferson, for example. When the TBOEs proposed textbook revisions first caught wind in other states, the newspapers and magazines that initially brought the issue to national attention continuously emphasized the rumor that Thomas Jefferson could possibly be totally removed from all history textbooks, which, as previously denoted, was just a rumor. In fact, noted Baker, next to George Washington, [Thomas Jefferson] is in [the curriculum] more than any other person. The issue regarding Mr. Jefferson stemmed from a discussion as to whether or not to use him as an example of influential individuals during the Enlightenment. The decision came to pass that Voltaire, Hobbs, and Locke were more relevant examples for this particular time in history and, considering the discussion was specifically regarding the curriculum of World History courses, Thomas Jefferson was never on his way to the chopping block because he is included in just about every history course of most grade levels. Nonetheless, Baker suggested that certain figures of the Texas Freedom Network, a notoriously liberal organization grounded in the effort to defeat right-winged politics, might be to blame for this instance of misinformation, which was unfortunately hugely acknowledged and consequentiallyand perhaps, according to the instigator, successfullyportrayed the conservative majority of the TBOE as one big aggressively irrational enemy.

Factual Accuracy of Textbook Information Perhaps as a subset or reaction to the concern of political influence is the issue regarding the

factual accuracy of the information within the textbooks. Contrary to what most of us think, history is often not concrete. Because it appears that a formal and agreed upon criteria has yet to be estab18

lished to define history, the arguments and frustrations presented and felt by each side of the debate seem to be heard by, well, not the opposing side, which creates a snowballing conflict of miscommunication. This side is pushing for a more traditional history that largely includes the religious and cultural aspects, while that side is pushing for a more progressive history that is grounded in the examination, evaluation, and interpretation of the past. In other words, the most essential part of this debate comes down to a miscommunication in appointing historical significance. Instead of resorting history to a perfectly balanced list that is 50% conservative and 50% liberal, the discussion really needs to be focused on reaching an agreement of how to realistically determine historical significance. We need to ask questions like how exactly do we evaluate, rank, and choose the parts of history that are significant enough to be taught? Is history really the simple choice between a liberal or conservative label? What is history and how do we determine a reliable level of factual accuracy? While he was still holding office as the SBOE chairman, McLeroy explained in an inter-

view with Washington Monthly that the way he evaluates history textbooks is to first see how they cover Christianity and Israel and then to see how they treat Ronald Reagan.28 This sort of evaluation method is almost uncomfortably simple. It is entirely ideologically driven in that Christianity, Israel, and Ronald Reagan are possibly three of the most historically prominent topics that represent a very particular belief system. Therefore, this set of criteria is far too specific. The other side seems to promote a much more generalized system of evaluation, one that assumes a similar level of common sense. They encourage methods of historical thinking when dealing with historical information, but again, this does not establish a common criteria that allows both the proponents and the opponents to reach a consensus on how to determine an events historical significance. Because the debate currently focuses on the alleged level of factual accuracy, though, the

proponents insist that history is inherently interpretive because each historian in some degree creates the world anew.29 Opponents counter this argument with the claim that history is based on well-researched and reliable proof put forth by the absolute most educated peoples in the field and therefore, it is not up for interpretation, especially because it should always be considered in the con19

text it existed/occurred within. This brings up another definition argument regarding experts and the criteria used by the SBOE to appoint the expert review panelists, because, after all, these are the individuals that evaluate the TEKS recommendations submitted by about 240 qualified teachers.
Expert Review Panelists

The 15 SBOE members appoint an expert review panel of what the board describes as edu-

cators, parents, business and industry leaders, and employers30 and what opponents to the process describe as, well, the 15 board members and whomever else they agree with. One expert panelist is appointed for every two members and aside from very minimal expert criteria listed in the TEKS process, board members can appoint whomever they choose, including ministers and religious advocates. David Barton has served on this panel twice for Texas and several times in other states. Barton has only recently surfaced as the well-groomed, Mr.Rogers-esque face representing the right side of the history education debate. With a bachelors degree in Christian education and his creation of Christian advocacy group WallBuilders, he is most active in current headlines as a member of Time magazines list of most influential evangelicals, not to mention his appearance on the Daily Show with Jon Stewart and as the subject of an NPR feature article. While all of the resources I have encountered regarding Barton portray him as a very aggressive advocate of his conservative, Judeo-Christian agenda, the experience I had with Barton could not have been more different, for reasons that I leave open-ended. It is true that Barton seems to have the gift of proof: his organization is currently the largest owner of historical documents, with over 100,000 in their possession, including hand-written letters from figures like James Madison. According to other sources, Barton has effectively found a way to pull non-contextual details from historical happenings, such as the first American publication of the bible or really any event of Thomas Jeffersons life, and use them as powerful components in his fight for religion. Barton explained that he has tried to bring the standards back to the method of history education that focuses on specific names, a method that has repeatedly been looked down upon by historians in exchange for a more global approach. Im not after the names, said Barton.31 Im after the stories. Every one of those people was chosen because they have such a significant viewpoint that when you hear their story, you remember their
20

story.

Separation of Church and State The stickiest and most value-ridden argument in this problem, ironically enough, involves

the most important document in the history of the United States. The Establishment Clause in the First Amendment to the US Constitution decrees that Congress shall make no law respecting an establishment of government. The traditionalist proponents have consistently argued that because the literal phrase separation between church and state does not exist anywhere in the Constitution, it is more-or-less up for interpretation.32 Proponents also argue that it is necessary to teach our children traditional Judeo-Christian values in order to move these principles forward33 and we should not be teaching them critical thinking skills that will enable them to go against their parents beliefs.34 Opponents retort the first claim with the argument that, while the exact words do not appear as a consistent phrase within the document, the Constitution does explicitly state that religion should not intervene with politics and all investigation into the context of the document supports this idea of distance between religious institutions and the political workings; additionally, the recommended curriculum changes are a blatant incorporation of religious beliefs into the political system of instructional materials adoption. The choices of content should be grounded in an effort to teach the most historically sound and unbiased information, not in an effort to promote particular board members personal beliefs. This is intentional misinformation of the powerful over the powerless because it robs a less learned people of their ability to choose what to believe after analyzing all possible options. As Jim Cameron told me, those things are the topics of history, but should not be the lens through which we teach or learn history.35

Conlusion As I moved backwards in my researchfrom contemporary critiques that were quickly

composed and posted online with the hopes of being the first on the scene, to the more thoughtfully developed and explored America Revisted by Frances FitzGerald, I began to consider the cur21

rent standing of this issue as more and more childish. Im ashamed to even admit that my personal experience with a history education in Texas has resulted in a 21-year-old college student that almost literally cannot recall even an important date in history. I remember repeating and repeating and repeating years and names and titles because my interest in history class boiled down to my determination to pass the exam. But after the exam, those years and names and titles became reduced to what FitzGerald appropriately terms white noise. I am now desperately curious about history. I dont have an exam to passnot even a

history course to passbut I also dont have to fake a forced interest towards the subject. In another world, I might conconct a radically complex system of overhaul to be instantly dismissed and unresolved. Realistically, though, I strongly suggest that the conversation we are currently engaged in absolutely must change. The SBOE members and historian groups and church-going politicians involved in this debate, this obsessive musing over the politically-correct word choice of textbooks have a bottomless supply of studies and laws and references to bring to the table, but the one and arguably most important element that seems to have been left out of the equation is the real-life experience of the student currently sitting in a 7th grade history class. I propose that with more classroom studies and focus groups, lawmakers can better understand the most effective methods for teaching history education. It is necessary to have some sort of regulation board to make sure that all public schools are

on the same page with the general curriculum. However, considering the system that is currently in place, the Texas school board of education should not only better incorporate field experts in the entire process-from establishing the TEKS standards to approving texts- but also have more rigorous criteria implemented with the election of board members and especially in the appointment of expert review panelists. Specific requirements like a PhD in a history-related field or accreditation from this organization would ensure that the absolute most historically educated individuals would be the ones to decide what is taught in school classrooms. After that, any ideologies or additional events in history that were not included and that certain advocacy groups or individuals feel are important could be taught outside the realm of the educational system.
22

End Notes
1

Cure, Steven. Texas History Educaiton Summit Agenda. Texas History Education Summit. First floor classrooms of The Bob Bullick Museum, Austin. 11 Aug. 2012. Summit. For more information, see Appendix D2ii. Collins, Gail. How Texas Inflicts Bad Textbooks on Us. The New York Review of Books. The New York Times, 21 June 2012. Web. 18 June 2012. Willoughby, Larry. Texas, Our Texas. Austin: Holt, Rinehart and Winston, 1993. Print. Pg. 389-90. Ex officio members are those that hold a position or membership due to the power or influence of his or her office, and not by election or appointment. E.g. the Vice President serves ex officio as president of the Senate.

2 3

4 5

Agency History, Texas State Board of Education Minutes and Agenda. Archives and Information Services Division, Texas State Library and Archives Commission. Web. 18 June 2012. Most of the current board members were elected into office in 2010. Erekson, Keith A. Politics and the History Curriculum: The Struggle over Standards in Texas and the Nation. New York, NY: Palgrave Macmillan, 2012. Print. Page 3. For more information, see Appendix D2v. Erekson, Keith A. Politics and the History Curriculum: The Struggle over Standards in Texas and the Nation. Page 6. For more information, see Appendix D2iii. Sewall, Gilbert T. Textbook Publishing. Phi Delta Kappan 86.7 (2005): 498. MasterFILE Premier. Web. 12 July 2012. In textbooks that dont address 100% of the TEKS, a note is included to explain which TEKS were not covered. If a district decides to use these books, it is their responsibility to make sure that the remaining TEKS are covered.

7 8

9 10

11 12

13

14

FitzGerald, Frances. America Revised: History Schoolbooks in the Twentieth Century. New York: Vintage, 1980. Print. Page 75. Texas Freedom Network. Textbook Censorship in Texas: A Timeline. Texas Freedom Network. N.d. Web. 11 Aug. 2012. Collins, Gail. How Texas Inflicts Bad Textbooks on Us. Erekson, Keith A. Politics and the History Curriculum: The Struggle over Standards in Texas and the Nation. Page 45. Texas Freedom Network. Textbook Censorship in Texas: A Timeline. Herbert, Marion. Year One of Texas Textbook Adoption Freedom. District Administration. June 2012. Web. 13 June 2012. Vine, Katy. How Well Do You Know Your State Board of Education?: A quiz. Texas Monthly 36.10 (2008): 158. MasterFILE Premier. Web. 13 June 2012. For more information, see Appendix D2v. For more information, see Appendix D2v. Collins, Gail. How Texas Inflicts Bad Textbooks on Us. 25

15

16 17

18 19

20

21 22 23

24 25

Vine, Katy. How Well Do You Know Your State Board of Education?: A quiz. McKinley Jr., James C. Texas Conservatives Win Curriculum Change. The New York Times. Arthur Ochs Sulzberger, Jr., 12 March 2010. Web. 11 June 2012. Schoenbrun, Dan. Five Questions with The Revisionaries Director Scott Thurman. FilmMaker. 19 April 2012. Web. 13 June 2012. For more information, see Appendix D2i. Collins, Gail. How Texas Inflicts Bad Textbooks on Us. FitzGerald, Frances. America Revised: History Schoolbooks in the Twentieth Century. Page 16. United States. Texas Education Agency. Texas Board of Education. Process for Review and Revision of Texas Essential Knowledge and Skills (TEKS). N.p., Jan. 2011. Web. 8 Aug. 2012. For more information, see Appendix D2v. McKinley Jr., James C. Texas Conservatives Win Curriculum Change. Hagerty, Barbara Bradley. The Most Influential Evangelist Youve Never Heard Of. NPR. 8 August 2012. Web. 11 August 2012. Harvey, John T. The Terrifying Texas GOP Platform. Pragmatic Economics. Forbes, 1 July 2012. Web. 12 July 2012. For more information, see Appendix D2ii.

26

27 28 29 30

31 32 33

34

35

26

Bibliography
.Texas Board Of Ed. Puts Adoptions Back On Schedule. Educational Marketer 43.4 (2012): 1-8. Business Source Complete. Web. 15 June 2012. Texas Board of Ed: Textbooks are Anti-Christian. CBS News. N.P., 24 Sept. 2010. Web. 11 June 2012. Textbooks in Texas: Jefferson v Board of Education. The Economist. N.P., 16 May 2010. Web. 11 June 2012. Agency History, Texas State Board of Education Minutes and Agenda. Archives and Information Services Division, Texas State Library and Archives Commission. Web. 18 June 2012 Armbruster, Ben. Conservative Education Experts Want Less Lincoln and More Jesus in Texas Textbooks. Think Progress. 16 July 2009. Web. 30 July 2012. Baker, Amy Jo. Review and Recommendations for Revision of Social Studies Texas Essential Knowlesge and Skills (TEKS). Personal testimony given before the Texas Board of Educa tion. 18 Nov. 2009. Baker, Amy Jo. Testimony given on behalf of Texas Council for History Education before the His panic Legislative Caucus, Capitol, Austin. 2009. Barlow, Dudley. The Teachers Lounge. Education Digest 77.1 (2011): 65. MasterFILE Premier. Web. 24 June 2012. Birnbaum, Michael. Historians speak out against proposed Texas textbook changes. The Washington Post. Katharine Weymouth, 18 March 2010. Web. 11 June 2012. The Bradley Commission on History in Schools. Building a History Curriculum: Guidelines for Teaching History in Schools. National Council for History Education. Web. 12 July 2012. Colbert, Steven. The Colbert Report with Don McLeroy. The Colbert Report. Comedy Central. 23 April 2012. Colbertnation.com. 23 Apr. 2012. Web. 12 June 2012. Collins, Gail. How Texas Inflicts Bad Textbooks on Us. The New York Review of Books. The New York Times, 21 June 2012. Web. 18 June 2012.
91

Combs, Susan. Public Education Spending in Texas. Financial Allocation Study for Texas. Austin: Comp troller of Public Accounts, Texas Education Agency and Legislative Budget Board, 2010. N.pag. Cure, Steven. Texas History Educaiton Summit Agenda. Texas History Education Summit. First floor classrooms of The Bob Bullick Museum, Austin. 11 Aug. 2012. Summit. Dunham, Richard. Analysis: Texas Influence on National Textbook Market is Small and Shrink ing. Houston Chronicle Blog. Hearst Communications, Inc., 29 March 2010. Web. 30 July 2012. Erekson, Keith A. Politics and the History Curriculum: The Struggle over Standards in Texas and the Nation. New York, NY: Palgrave Macmillan, 2012. Print. First, Patricia F., Russell J. Quaglia. The Evolving Roles of the State Boards of Education, State Education Agencies, and Chief State School Officers. Occasional Paper Series No. 8. 1990. ERIC. Web. 18 June 2012. Fischer, Fritz. The Historian as Translator: Historical Thinking, The Rosetta Stone of History Education. Historically Thinking 12:3 (June 2011) 15-19. Web. 12 July 2012. FitzGerald, Frances. America Revised: History Schoolbooks in the Twentieth Century. New York: Vintage, 1980. Print. Fletcher, Geoffrey H. Textbook Adoption Opens Up the Field. T H E Journal 39.4 (2012): 24-25. Internet and Personal Computing Abstracts. Web. 24 June 2012. Hagerty, Barbara Bradley. The Most Influential Evangelist Youve Never Heard Of. NPR . 8 August 2012. Web. 11 August 2012. Harvey, John T. The Terrifying Texas GOP Platform. Pragmatic Economics. Forbes, 1 July 2012. Web. 12 July 2012. Herbert, Marion. Year One of Texas Textbook Adoption Freedom. District Administration. June 2012. Web. 13 June 2012. Lee, Mimi, and Mimi Coughlin. Developing Teachers Ability To Make Claims About Historical Significance: A Promising Practice From A Teaching American History Grant Program. History Teacher 44.3 (2011): 447-461. World History Collection. Web. 8 Aug. 2012. National Council for History Education. NCHE letter to the Texas Board of Education regarding history TEKS standards. 2009. 92

Marino, Michael P. High school world history textbooks: An analysis of content focus and chrono logical approaches. The History Teacher 44.3 (2011): 421446. Web. 11 June 2012. McKinley Jr., James C. Texas Conservatives Win Curriculum Change. The New York Times. Arthur Ochs Sulzberger, Jr., 12 March 2010. Web. 11 June 2012. Paulson, Amanda. Texas textbook war: Slavery or Atlantic triangular trade? The Christian Science Monitor. N.P., 19 May 2010. Web. 11 June 2012. Scharrer, Gary. Conservative History Idea for State Ed Slammed. San Antonio Express News. Think Progress. 21 Aug. 2009. Web. 8 Aug. 2012. Schoenbrun, Dan. Five Questions with The Revisionaries Director Scott Thurman. FilmMaker. 19 April 2012. Web. 13 June 2012. Sewall, Gilbert T. Textbook Publishing. Phi Delta Kappan 86.7 (2005): 498. MasterFILE Premier. Web. 12 July 2012. Smith, Morgan. Even With Upsets, Little Change in Control of SBOE. The Texas Tribune. 30 May 2012. Web. 18 June 2012. Smith, Morgan. Texas Schools, Publishers Adjust to Power Shift. The Texas Tribune. 29 Sept. 2011. Web. 30 July 2012. Smith, Morgan. Are Electronic Supplements a Textbook Solution? The Texas Tribune. 24 Nov. 2010. Web. 30 July 2012. State Board of Education. Public Testimony Registrations: State Board of Education Public Hear ing. Texas Board of Education, 19 May 2010. Web. 8 Aug. 2012. Stutz, Terrence. New Science Textbooks for Texas Schools on Hold as State Anticipates Budget Shortfall. Dallas News.com. Dallas Morning News, 19 May 2010. Web. 30 July 2012. Texas Education Agency. SBOE approves math standards, textbook rules. Texas Education Agency. 20 April 2012. Web. 13 June 2012. Texas Freedom Network. Textbook Adoption Process. Texas Freedom Network. N.d. Web. 11 Aug. 2012. Texas Freedom Network. Textbook Censorship in Texas: A Timeline. Texas Freedom Network. N.d. Web. 11 Aug. 2012.
93

Texas Higher Education Coordinating Board. Overview: Texas Higher Education Coordinating Board. Texas Higher Education Coordinating Board (2009): ERIC. Web. 18 June 2012. Trachtenberg, Jeffrey A. Textbook Case for Expansion. The Wall Street Journal [New York] 2 July 2012, B5 sec.: B5. The Wall Street Journal. Dow Jones, 1 July 2012. Web. 12 July 2012. United States. Texas Education Agency. Texas Board of Education. Process for Review and Revision of Texas Essential Knowledge and Skills (TEKS). N.p., Jan. 2011. Web. 8 Aug. 2012. Vine, Katy. How Well Do You Know Your State Board of Education?: A quiz. Texas Monthly 36.10 (2008): 158. MasterFILE Premier. Web. 13 June 2012. Vine, Katy. The State Board of Eds Final Exam. Texas Monthly 38.5 (2010): 124. MasterFILE Premier. Web. 18 June 2012. Willoughby, Larry. Texas, Our Texas. Austin: Holt, Rinehart and Winston, 1993. Print.

94