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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: Enact a scene where a monarch and a pope discuss which is more important, the church or the state. Each side should come with its own advisors, split equally between supporters and critics. (“Across the Centuries,” Chapter 13, page 341). 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:  Assume you are a Muslim soldier on your way to conquer Syria in the year A.D. 635. Write three journal entries that reveal your thoughts about Islam, fighting in battle, or life in the desert. (“Across the Centuries,” Chapter 3, page 68). 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:  You have read Tacitus’s description of the barbarians. Now imagine that you are a Visigoth [a Western division of the Goths] and write a short description of your encounters with the people of the Roman Empire. (“A Message of Ancient Days,” Chapter 15, page 481). 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:  In 50 words or less, write a column edict as Asoka might have done. In your edict, instruct people how to act toward other human beings and towards animals. Draw your pillar. Design a carving for its capital (“Across the Centuries,” Chapter 8, page 240). BC Comment:  In the brand new “Across the Centuries” 21st Century Edition, there is no such exercise on page 240 or that I could find.  There is no “Asoka” in the index. Printer Friendly Version                                                     GO TO PAGE 6