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!

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