Proclamation 2017 Publisher's Identification of Factual Errors and Editorial Changes Subject Chapter 113. Social Studies Subchapter Subchapter C. High School MLC/Course Title Special Topics in Social Studies Publisher Momentum Instruction, LLC Program Title Mexican-American Heritage Program ISBN 9780692613719 Identified By Component ISBN Item Type Product Type Correction Type Page Number Location within Text Description of Correction/Change Public 9780692613719 Student Big Book Editorial Change TOC Table of Contents, Chapter 1 page, page 10 change title of "Early Latin American Civilizations" to "Pre-Columbian Civilizations" in three places Public 9780692613719 Student Big Book Editorial Change 5 Ch1- 1 What We Know And Don't Know change " A few civilized tribes in Mexico and Peru wrote their history down on scrolls called codices, but not many of these scrolls remain" to "Some tribes in Mexico and Peru formed civilizations and wrote down their history on long, folded sheets called codices, but not many of these manuscripts remain." Public 9780692613719 Student Big Book Editorial Change 5 Vocab box- civilization change from "civilized" to "civilization" with longer definition: civilization: A state of organized social interaction and behavior that is structured with rules or laws, especially around central government, trade, religion, and education. (also changed in Glossary) Publisher 9780692613719 Student Big Book Editorial Change 5 Vocab box- codices add "[single: codex]" to the definition of "codices" Publisher 9780692613719 Student Big Book Editorial Change 5 Ch1-1 What We Know and What We Don't Know Slight edit: change "it is simply difficult to track the history of a migratory people over such vast expanses of time and space" to "it is a special challenge to track the history of migratory peoples over such vast expanses of time and space." Publisher 9780692613719 Student Big Book Editorial Change 5 Ch1-1 What We Know and What We Don't Know change "of the Indian population" to "of indigenous populations" Publisher 9780692613719 Student Big Book Editorial Change 5 Ch1-1 What We Know and What We Don't Know slight edit to sentence, changing from "Native Americans were seen as a relatively young population…" to "They were understood to be a relatively young population…" Publisher 9780692613719 Student Big Book Editorial Change 5 Inset- Terminology Slight addition to sentence, "This book has adopted the most common terms of “Indians” and “indigenous peoples” to reflect Latin American usage, but will also use “Native Americans” occasionally. As the history and culture of pre-Columbian people becomes better known..." Nomadic Indian Diversity Per reviewer's request, Delete paragraph from the text: Just like Europeans or Asians, there were racial similarities between Indians, but there were also countless differences. Some Indians from tribes like the Waorani in Ecuador or the Yuki in California were typically very short, while the Arapaho and Iroquois Indians were known to be tall. The Inuit and Cheyenne had lighter skin, while many Amazon Indians had darker skin. The Caddo pierced their noses, while the Tlingit inserted ear plugs that stretched their earlobes over time. Body art was common across Indian society to mark coming of age, victory in battle, marital status, or social rank, but there was a wide range of expression through body painting, piercings, scars, and tattoos of various forms. Nomadic Indian Diversity Per reviewer's request, Slight edit to paragraph from old version: Indian culture was also diverse. Most groups developed their own distinctive art, pottery, weaving, cooking, and other crafts. The great range of indigenous art and food is still observable today in many countries with Indian ancestry. The brightly colored totem poles of the indigenous peoples of the Pacific Northwest are, for example, some of the most widely recognized Indian art symbols in North America and are highly respected. Nomadic tribes also expressed themselves through various forms of dancing, music, sport, and games, with many of these still practiced or performed for the public in artistic, educational, or holiday venues. to new version: Diversity of Art and Culture. Indian culture was also diverse. Most groups developed their own distinctive art, pottery, weaving, cooking, and other crafts. Different forms of body art marked individuals’ coming of age, victory in battle, marital status, or social rank. A great range of indigenous art and food is still observable today in many countries with Indian ancestry. The brightly colored totem poles of the indigenous peoples of the Pacific Northwest, for example, are some of the most widely recognized Indian art symbols in North America and are highly respected. Nomadic tribes also expressed themselves through various forms of dancing, music, sport, and games, with many of these still practiced or performed for public appreciation in artistic or educational venues. Public Public 9780692613719 9780692613719 Student Student Big Book Big Book Editorial Change Editorial Change 6 6 Publisher's Identification of Factual Errors and Editorial Changes Proclamation 2017 Identified By Component ISBN Item Type Product Type Correction Type Page Number Location within Text Description of Correction/Change Correct account of pantheism by changing definition and adding animism. Old Version: Nomadic Indians had a wide range of religious beliefs, but some generalizations can be made. Most Indians in North and South America were pantheistic, meaning they believed that plants, animals, and objects in nature have spirits that should be honored and sometimes feared. Public 9780692613719 Student Big Book Factual Error 8 Religion and Social Customs New version: Nomadic Indians had a wide range of religious beliefs. Many societies held pantheistic beliefs, regarding the universe as a manifestation of the divine, while others were animistic, believing that objects in nature have spirits which can be honored or communicated with. Many indigenous groups had a mix of both, with emphasis on the connection between earth and spirit. Public 9780692613719 Student Big Book Editorial Change 8 vocab: pantheism change definition from "pantheistic: A belief that plants, animals, and objects in nature have spirits that should be honored and sometimes feared " to pantheism: A belief that the universe is an expression of divinity, usually non-anthropomorphic; a philosophy stressing the unity of physical and spiritual spheres, as an expression of one substance Public 9780692613719 Student Big Book Editorial Change 8 vocab: animism add new vocab word: animism: A belief that natural objects (plants, animals, bodies of water, etc.) contain spirits which should be honored" Public 9780692613719 Student Big Book Editorial Change 8-9 1-1 Technological Limitations edit paragraph from old version: Indians in North and South America also did not have the wheel or domesticated animals, which had wide-ranging implications. In nomadic societies, this meant no herding, ranching, or farming; tribes relied on what they hunted or gathered, sometimes migrating large distances just to survive. In settled civilizations where agriculture was sustainable, Indians had to do without the benefits of draft animals or manure for fertilizer. Not having horses, oxen, or rolling carts meant that Indian adapted different trade and migration strategies. Some Indians used canoes to transport goods, and the Quechua in South America used llamas. To communicate messages, some tribes used scouts or foot-runners. These systems grew to be very advanced, but for many Indian groups, it could still be difficult to know what was going on in distant locations." to new version: Indians in North and South America who were nomadic lived on what they could hunt or gather instead of choosing to herd, ranch, or raise food sustainably on farms; many migrated across large distances to do so. In settled communities where Indians could farm, agriculture could be challenging without animals to pull loads or provide manure for fertilizer. Not having horses, oxen, or rolling carts meant that indigenous peoples adapted different trade and migration strategies. Some used canoes to transport goods, and the Quechua in South America used llamas. To communicate messages, some societies utilized scouts or foot-runners. These systems grew to be very advanced, but for many Indian groups, it could still be difficult to know what was going on in distant locations. Public 9780692613719 Student Big Book Editorial Change 10 Ch1-2 Pre-Columbian Civilizations Slight edit of sentence from "While the majority of Indians throughout North and South America migrated continuously, some tribes chose to settle in Peru or an area in Mexico and Central America called Mesoamerica. " to "While many indigenous peoples throughout North and South America migrated continuously, some tribes chose to settle in Peru or an area in Mexico and Central America called Mesoamerica." Public 9780692613719 Student Big Book Editorial Change 10 Ch1-2 Pre-Columbian Civilizations change "While the early Latin American civilizations differed from one another…" to "While these Pre-Columbian civilizations differed from one another…" Publisher 9780692613719 Student Big Book Editorial Change 10 vocab- polytheistic shorten definition of polytheistic to "Honoring many gods". Delete "on earth in order to win their favor" Public 9780692613719 Student Big Book Editorial Change 17 The Toltecs Slight edit to sentence, added phrase in "The prophecy of Quetzalcoatl as ancient and trusted legend is alleged by some to be one important reason why the Spanish were not immediately driven off by an Indian population that far outnumbered them." Public 9780692613719 Student Big Book Editorial Change 24 Mit'a Delete sentence, "It mirrored, most closely, European socialism." Publisher 9780692613719 Student Big Book Editorial Change 25 Ch1-2 Chapter Summary Change heading from "Chapter Conclusion" to "Chapter Summary" Public 9780692613719 Student Big Book Editorial Change 41 Further Spanish Exploration Eliminate reference to the state where Roanoke was planted, since it has changed from NC to VA. Now reads, "“The earliest British colony, Roanoke, was founded in 1585 but failed when its inhabitants mysteriously disappeared three years later.” Public 9780692613719 Student Big Book Editorial Change 41 Further Spanish Exploration Edit to sentence from "In 1598, Juan de Oñate established peaceful relations with the Pueblo Indians and successfully colonized the Santa Fe area, incorporating that area into New Spain." to "In 1598, Juan de Oñate was appointed by the viceroy to colonize Santa Fe, and incorporated that area into New Spain." Publisher's Identification of Factual Errors and Editorial Changes Proclamation 2017 Identified By Public Component ISBN 9780692613719 Item Type Student Product Type Correction Type Big Book Editorial Change Page Number Location within Text Description of Correction/Change 43 French, English, and Dutch Settlements Change from, "The Protestant Reformation significantly changed Western Europe so that, no longer under the authority of the Pope or absolutist kings, settlers were looking for religious freedom and business ventures. …" to "Events in 16th and 17th centuries, including the Protestant Reformation, significantly changed Western Europe so that settlers were looking for religious freedom and business ventures." Change end of paragraph from, " The Protestant Reformation decentralized politics, economics, and religion, which encouraged a different kind of colonialism in the New World. The goal was to settle, trade, and produce goods for sale, rather than find gold and silver or turn indigenous peoples into loyal subjects of the king." to "For a variety of reasons, parts of Western Europe began to experience the decentralization of politics, economics, and religion. This encouraged a different kind of colonialism in the New World where the goal was to settle, trade, and produce goods for sale, rather than find precious metals and officially incorporate indigenous peoples into the kingdoms of Europe." Public 9780692613719 Student Big Book Editorial Change 43 French, English, and Dutch Settlements Publisher 9780692613719 Student Big Book Editorial Change 43 French, English, and Dutch Settlements move "absolutist" definition from margin on p.43 and insert on p.70 Public 9780692613719 Student Big Book Editorial Change 43 French, English, and Dutch Settlements delete sentence, " Protestant belief in separating church and state authority meant that there was no Crusade to be fought and no political-religious kingdom to bring Indians into." Publisher 9780692613719 Student Big Book Editorial Change 44 2-1 Section Summary replace "disposed of" with "subjugated" in the sentence, "Cortés’ defeat of the Aztecs and Pizarro’s defeat of the Incas subjugated the two most powerful Indian empires that would have blocked Spanish colonization." Publisher 9780692613719 Student Big Book Editorial Change 46 Ch2-2 The Spanish Colonial System take red font off viceroyalties (since there is no definition supplied) Publisher 9780692613719 Student Big Book Editorial Change 47 Vocab- Audiencia add "of the Spanish Empire" to the definition of Audiencia: The high court of the Spanish Empire Publisher 9780692613719 Student Big Book Editorial Change 47 Vocab- Council of the Indies add "of the Spanish Empire" to the definition of Council of the Indies: The governing body of the Spanish Empire communicating between the king and his governors 47 The Structure of Spanish Colonial Government Edit sentences at the end of paragraph from old version: There was also an Audiencia, or high court, which handled justice on a local level in the colonies. Citizens could appeal directly through the Audiencia to the king in cases of abuse, although the Audiencia also policed the Viceroy and the kings’ appointed leaders to make sure they were not getting too popular or ignoring royal orders. The Spanish monarchy wanted to be in control of its colonies at all times and would not hesitate to remove someone who was threatening the chain of authority. to new version: “Citizens could appeal directly through the Audiencia to the king in cases of abuse, and Audiencia officials often counseled the viceroy on certain matters. Together, these structures ensured royal control over the vast Spanish colonies in Central and South America." Correct sentence from, "Importing slaves became illegal in the United States beginning in 1808, but domestic slavery did not end until 1863, under the Emancipation Proclamation." to "Importing slaves became illegal in the United States in 1808, but domestic slavery did not end until 1865 with the ratification of the Thirteenth Amendment to the Constitution." made a replacement of text, from existing excerpt to new excerpt Public 9780692613719 Student Big Book Editorial Change 57 Ch2-2 Black Slavery in the New World Inset 62 Primary Document: Eusebio Kino Public 9780692613719 Student Big Book Editorial Change Publisher 9780692613719 Student Big Book Factual Error Public Public 9780692613719 9780692613719 Student Student Big Book Big Book Editorial Change Editorial Change At reviewer's request, Redefine "Enlightenment" in margin from old definition: A European period of heightened intellectual focus on reason and rationality over religion and superstition that impacted art, philosophy, and politics over approximately a century and a half 69 Vocab: Enlightenment to now read: Often cited as a European period of heightened intellectual focus on reason and rationality over religion which impacted art, philosophy, and politics for over approximately a century and a half; yet, many different understandings of the Enlightenment existed, from the Scottish Enlightment of reason through revelation, to differing positions held by the French, such as Montesquieue’s unwillingness to share Voltaire’s disdain for religion 70 Reading the Philosophes Edit sentences from "The French in particular had been spearheading the idea that a free society demanded the abolition of both the king and the Catholic Church. French revolutionaries believed that people needed to be free from state and religious authority always telling them what to do. One philosopher, Jean-Jacques Rousseau, espoused this sentiment when he said, “Man is born free, but everywhere he is in chains" to "One French philosopher, Voltaire, argued that freedom in Western Europe demanded the abolition of both absolutist kings and the Catholic Church. Another philosopher, Jean-Jacques Rousseau, espoused a similar sentiment when he said, “Man is born free, but everywhere he is in chains." Publisher's Identification of Factual Errors and Editorial Changes Proclamation 2017 Identified By Component ISBN Item Type Product Type Correction Type Page Number Location within Text Description of Correction/Change Publisher 9780692613719 Student Big Book Editorial Change 70 Reading the Philosophes Edit sentence. Change from " The French intellectual Denis Diderot began to compile the Encyclopédie, a volume of knowledge free from religious foundations, while his colleague Voltaire insisted that a new religion of secularism should replace Christianity all together." to "The French intellectual Denis Diderot began to compile the Encyclopédie, a volume of knowledge free from religious foundations, while some of his colleagues argued that scientific secularism should replace Christianity altogether." 70 Reading the Philosophes Edit sentence from " It was time to abolish the system that only allowed few to enjoy property and representation, while the majority of society had no rights or opportunities at all" " to now read, "It was time to abolish a system that allowed only a few to enjoy property and representation, while large segments of society had no rights or opportunities at all." Publisher 9780692613719 Student Big Book Editorial Change Publisher 9780692613719 Student Big Book Editorial Change 70 Reading the Philosophes Delete photos of John Locke and Rousseau, and replace with just one photo of Voltaire. Caption reads: French philosopher, François-Marie Arouet, or more famously known as, “Voltaire" Publisher 9780692613719 Student Big Book Editorial Change 72 Spain Falls to Napoleon Edit phrase. Change from " Having given up on the idea of a French empire in the United States’ territory..." to "Having given up on the idea of the French Empire near U.S. territory…" Public 9780692613719 Student Big Book Editorial Change 74 The Fatherof the Nation Cries Out Delete," Near the U.S. border, however" and begin the sentence with "However, at the Wells of Bajan…" Public 9780692613719 Student Big Book Editorial Change 74 Second Phase of War Deleted "looting, sacking, burning of cities" in the description. Sentences have been edited to say, "Between 1815 and 1821, the Mexican revolution continued mainly through guerrilla warfare under two new revolutionary leaders, General Guadalupe Victoria and General Vicente Guerrero. These men sustained the insurgency against Spanish royalist troops, but the amount of violence on both sides alienated criollos and intellectuals who had supported Mexican independence at first. Some who had been the most excited about revolution..." Publisher 9780692613719 Student Big Book Editorial Change 76 The War Ends move photo of Vicente Guerrero from p.76 to p.80 where his term as president is discussed Public 9780692613719 Student Big Book Editorial Change 76 Second Phase of War Edit sentence from "Indian and mestizo mobs looting and burning cities was not what they had envisioned." to "Royalists and rebels destroying cities was not what they had expected." 76 The War Ends Slight edit to sentence, from " Six months later, on August 24, 1821, General Iturbide and the captain of the Spanish army signed the Treaty of Córdoba that established Mexican independence." to "Six months later, on August 24, 1821, General Iturbide and the last Spanish viceroy, Juan O’Donojú, signed the Treaty of Córdoba that established Mexican independence." 79 Central America Leaves the Empire Edit sentence from, "As a result, the First Mexican Empire lost one-third of its territory" to "As a result, the First Mexican Empire lost a significant part of its territory and population." Public 9780692613719 Student Big Book Editorial Change Public 9780692613719 Student Big Book Factual Error Public 9780692613719 Student Big Book Editorial Change 80 The First Federal Republic of Mexico As requested by reviewer, add ethnicity to honor President Guerrero. Edit sentences from, "He was succeeded by the other founding father of the revolution, Vicente Guerrero, in 1829. These leaders decreed the end of slavery to please their constituents but generally had limited authority so that power could be retained by the Mexican states." To now read, "In 1829, he was succeeded by the other founding father of the revolution, and Afro-Mexican, Vicente Guerrero. These leaders decreed the end of slavery to please those who had fought so hard for it during the Mexican war for independence, but generally had limited authority because power had been granted to individual Mexican states." Public 9780692613719 Student Big Book Editorial Change 84 multiple Replace "reconquista" in this chapter 4 times with "reconquest" (pp. 84, 95,96, 122) Publisher 9780692613719 Student Big Book Editorial Change 87 Cautious Optimism Slight edit to sentence. Change from "Many U.S. leaders were encouraged to see what Latin Americans would do now that they were independent." Change to "Many U.S. leaders…following independence from Spain." Background to U.S. Response Slight edit to sentence. Change from "When American aristocrats and militia locked arms to rebel against King George III of England, and stated that there be “no taxation without representation,” they had an entire tradition of Parliamentary government and freedoms to which they could appeal. " " to " When American aristocrats and militia rebelled against King George III of England and stated that there be “no taxation without representation,” they had a tradition of Parliamentary government and freedoms to which they were appealling." Public 9780692613719 Student Big Book Editorial Change 88 Publisher's Identification of Factual Errors and Editorial Changes Proclamation 2017 Identified By Public Component ISBN 9780692613719 Item Type Student Product Type Big Book Correction Type Editorial Change Page Number 88 Location within Text Description of Correction/Change Background to U.S. Response Re-write paragraph for tone and clarity. Change from old version: This line of argumentation would not have made sense, however, if the U.S. colonial parent had been Spain. Within the Papal system of monarchs and popes, there was no parliamentary government where commoners had any say in the legislative process; there was no discussion or debate at all. The Founding Fathers were very concerned about how Mexico and other Latin American nations would self-govern without a tradition of freedom or debate. On one hand, Mexican leaders had already demonstrated their forward-thinking by abolishing slavery—something the United States had not done. Yet, in the early 1800s, the majority of Latin Americans had not been permitted to own land, pursue private enterprises, or determine their own religion. Illiteracy was high because many had been denied access to education, and many had been given the message that they should be subdued rather than lifted up. These were some of the factors that caused U.S. leaders to question how Mexico would transition to a system which required involving common citizens in political and economic life. New version: The relationship between Spain and Mexico did not identically mirror that between England and the United States. Within New Spain, there had been little parliamentary government where common citizens could involve themselves in legislative or economic matters. Additionally, the unequal privileges one had based on one’s race and Spanish descendancy greatly stratified society. Constitutional reforms were being discussed and implemented by the late eighteenth century, but the legacy of centralism and ancestral privilege was very different. Publisher 9780692613719 Student Big Book Editorial Change 88 Ch3-2 Roots in English Tradition Change the "Parliament" that is bolded to one occurrence earlier in the paragraph, and add phrase to end of sentence, “…and set up a Parliament of people under him who checked his power—also a radical idea for that time.” Publisher 9780692613719 Student Big Book Editorial Change 88 Ch3-2 Roots in English Tradition Divide paragraph into two paragraphs, each with new subheading: The Signing of the Magna Carta (paragraph 1). The King Under Law (paragraph 2). Publisher 9780692613719 Student Big Book Editorial Change 88, 91 Puritans and Representative Government Add subheadings to two paragraphs: The Mayflower Compact (paragraph 1), Confederation of States (paragraph 3) Publisher 9780692613719 Student Big Book Editorial Change 91 Puritans and Representative Government Slight edit to sentences. Change from, " Not one state declared war on another state for forming its own laws or being different. All states recognized…" Change to, "States did not declare war on other states for forming their own laws or being different. Each recognized..." Vocab- "the Laws of Nature and of Nature's God" Correct the spelling error in the definition of "the Laws of Nature and of Nature's God" by removing the typo of "Bolingbroke" from "A foundational premise prescribing that nature encompasses certain laws, obligations, and reasoning that align with Biblical laws and rules by which humans should maintain a certain respect and reverence, first referenced by Lord Bolingbrook and then his former student Thomas Jefferson." Additionally, publisher has added new phrase so that definition nows reads, "A foundational premise prescribing that nature encompasses certain laws, obligations, and reasoning that align with Biblical laws and rules by which humans should maintain a certain respect and reverence, as clearly defined by Sir William Blackstone in his Commentaries on the Laws of England ." The American Revolution Edit sentences from, "Except this time, the story went an extra step further. Americans had practiced self-government for so long, they wanted to try and govern themselves without a king at all. They aimed to create a system..." to "The Declaration listed the rightful grievances the colonists had against the king in justification for separating from England. The goal was to create a system..." Public Public 9780692613719 9780692613719 Student Student Big Book Factual Error Big Book Editorial Change 92 The American Revolution slight edit to sentences from old version: The early U.S. republic was not perfect. There were major issues such as slavery which had to be dealt with. The Constitution aimed to provide..." to new version, "The early U.S. republic had significant problems, including indecision over how to deal with slavery. Yet, the U.S. Constitution aimed to provide…" 92 Vocab- détente Removed détente from text and margin/glossary Ch3-2 Comparison of the U.S. and Mexican Systems Edit first sentences. Change from, "Two republics lived side by side in 1824, but had significant differences. In the United States, the long process of debate and ratification that occurred between its Declaration of Independence in 1776 and the inception of the U.S. Congress in 1789 ensured that a majority of the populace accepted how the principles in the founding documents would govern. " to "Two republics lived side by side in 1824 having experienced different paths to liberty. In the United States, the long process of debate and ratification that occurred between its Declaration of Independence in 1776 and the inauguration of the U.S. Congress in 1789 ensured that a majority of the populace accepted how the principles in the founding documents would govern. " Publisher 9780692613719 Student Big Book Editorial Change Publisher 9780692613719 Student Big Book Editorial Change Publisher 9780692613719 Student Big Book Editorial Change 91 91 92 Publisher's Identification of Factual Errors and Editorial Changes Proclamation 2017 Identified By Component ISBN Item Type Product Type Correction Type Page Number Location within Text Description of Correction/Change Public 9780692613719 Student Big Book Editorial Change 92 Ch3-2 Comparison of the U.S. and Mexican Systems Slight editing of paragraph on Mexican independence process. Old version: Mexico went through a different process. Its leaders chose to leave the discussion of empire or republic unresolved in order to win their war against Spain. They then wrote their Declaration of Independence after their revolution was won. This was penned by the monarchical faction of revolutionaries, and made Mexico’s founding document one of empire. When Mexican delegates were suddenly sent to create a federalist system in 1823, not only did they have to use force to topple their existing government—setting a dangerous precedent—they did not exactly specify the limits of state and national powers. Mexican states were therefore widely divided on this subject, and many ended up living in détente with their central government rather than trusting and participating in it. ." new Version: Mexico went through a different process. To unite against Spain, royalists led by Iturbide and insurgents led by Guerrero agreed to temporarily disagree on whether the best form of government would be an empire or republic. The Plan of Iguala signed between Iturbide and Guerrero allowed the royalist faction to make Mexico’s founding document one of empire and Roman Catholicism, while permitting certain constitutional freedoms that liberals were fighting for. The Mexican Declaration of Independence was officially declared after the revolution was won, but not prior to it, so that Iturbide and royalists wrote the First Mexican Empire into that document. When Mexican delegates were suddenly sent to create a federalist system in 1823, therefore, they had to use force to topple their existing government, which set a precedent for future revolutions. They also had to specify the limits of state and national powers, which were widely debated. Ultimately, Mexican states were given sovereignty over the central government, and varied greatly in their political and social persuasions. Publisher 9780692613719 Student Big Book Editorial Change 93 Ch3-2 Comparison of the U.S. and Mexican Systems Slight edit to sentence from "The constitutional process was often disregarded, and Congresses themselves dissolved when a leader changed." to now read, "The constitutional process was often disregarded, and Congresses would often be dissolved when a leader changed..." Publisher 9780692613719 Student Big Book Editorial Change 93 Ch3-2 Comparison of the U.S. and Mexican Systems Edit paragraph from old version: Lastly, common Americans were permitted to express themselves in avenues outside government—through businesses, churches, and voluntary associations. Americans could vote with their feet and their money by going to new places or creating new options if they did not like the ones they had; they did not have to raise an army. Mexicans, in contrast, were not incentivized to create these democratic options, so revolutionary action became the standard way to voice an opinion. In the early nineteenth century, the average person in Mexico had no freedom of religion, no freedom of speech, limited education, and little industry or free market to give them opportunity. These were some of the major obstacles the young Mexican republic had to conquer if its people were going to break free from the colonial shackles they inherited. To new version: Lastly, common Americans were permitted to express themselves in avenues outside government such as businesses, churches, and voluntary associations. Americans could express disapproval by voting, choosing where to spend their money, or creating new options if they did not like the ones they had. The government of Mexico, in contrast, did not incentive these democratic options, so revolutionary action became the standard way to voice dissent and initiate reforms. In early nineteenth-century Mexico, civil liberties and economic opportunities were still limited. The majority of people did not have access to good education, land ownership, or freedoms of religion and speech. Additionally, the central government faced continual financial trouble. These were some of the major obstacles the young Mexican republic had to overcome, after achieving independence. Publisher 9780692613719 Student Big Book Editorial Change 95 Image- map Covered blurry caption in map image and Inserted almost identitical caption for map image, States and Territories of the United States, 1824-1828 Public 9780692613719 Student Big Book Editorial Change 104 Inset- Apaches and Comanches in Texas replace "massacred" with "attacked" Apaches Publisher 9780692613719 Student Big Book Editorial Change 105 Texas Edit sentences about Austin from old version: " After his death, his son Stephen Austin obtained legal rights to the charter from the new Mexican government. With it, Austin started the largest colony in Texas with 300 American families" to new version: "After his death, his son Stephen Austin obtained legal rights to the charter from the new Mexican government and became the first Texan empresario , starting the largest colony in Texas with 300 American families." Publisher 9780692613719 Student Big Book Editorial Change 105 Vocab- Empresario Added definition of empresario to margin and glossary: [Sp. “businessman” or “entrepre-neur”; One who had been given legal permission and land grants to start an American colony in Mexican borderlands in exchange for taking responsibility for settlers accompanying them Publisher 9780692613719 Student Big Book Editorial Change 105 Vocab- Rio Grande Remove Rio Grande vocabulary word highlighting to a mention further down in the same paragraph. {The original sentence is being deleted from the text). Public 9780692613719 Student Big Book Editorial Change 105 Texas Per reviewer's concerns, adjust number of Tejanos and edit sentence from "...by the time of the Mexican independence in 1821, there were only about 2500 Tejano citizens. " to now, "...there were an estimated 2500-5000 Tejano citizens." Big Book Editorial Change Texas Edit sentence from old version, "Most of them lived close to the Rio Grande border, and most of them had been sent involuntarily by the government" to new version, "Many of them had been sent involuntarily by the government to hold the area from French or Native American encroachment, both of which the Spanish before them had encountered." Public 9780692613719 Student 105 Publisher's Identification of Factual Errors and Editorial Changes Proclamation 2017 Identified By Component ISBN Item Type Product Type Correction Type Page Number Location within Text Description of Correction/Change 105 Texas Also change sentence from, " By law, they were prevented from making their own goods or using the Gulf of Mexico to get shipments faster." to now read, "By law, they were prevented from making their own goods or using the Gulf of Mexico, which connects to the Rio Grande, to get shipments faster. (This is the new mention of Rio Grande as a vocabulary word). Publisher 9780692613719 Student Big Book Editorial Change Public 9780692613719 Student Big Book Editorial Change 105 Vocab- El Norte Per reviewer's request, delete El Norte as vocabulary word. Replace 11 times in Chapter 4 with "northern frontier, " "Mexican frontier," or "borderlands" 105- twice, 106, 109, 113 (inset), 121, 122 chart (twice), 124, 139, 141. Also delete from glossary. Public 9780692613719 Student Big Book Editorial Change 105 Texas Delete sentence: Even though Tejanos were allowed up to eleven times this amount of land, few came from Mexico at this time… Publisher's Identification of Factual Errors and Editorial Changes Proclamation 2017 Identified By Component ISBN Item Type Product Type Correction Type Public 9780692613719 Student Big Book Editorial Change Page Number 106-107 Location within Text Description of Correction/Change Conflict in Texas Begins To address reviewer's concerns that illegal squatters were not described accurately, or Tejano relations with Anglo settlers, rewrite paragraphs on Texas Anglos. Most information was pre-existing and has simply been reorganized, although underlined material is new or newly formulated. old version: The state of Texas was the powder keg for the trouble that Mexico and the United States found themselves in by 1846. After the Colonization Laws in 1823 brought a huge influx of Americans into El Norte, those states started to become more culturally American and more economically dependent on American trade. When Mexican governance and support fell through, as it often did, the northern states turned to business with the United States to keep afloat. During the years of the Mexican Republic, this was not a problem; however, in the 1830s, the central government of Mexico began to regret their decision about Texas and consolidate power more generally across the nation. When this occurred, Texas rebelled and set off a chain of events that led directly to the Mexican-American War. Texas under the 1824 Constitution. In 1824, the Mexican Constitution permitted each state to make its own charter, and the charter ratified by Coahuila y Tejas in 1827 pleased both its American and Tejano settlers by addressing common concerns: developing the economy, protecting themselves from Indian raids, and resisting incursion from the Mexican central government. For the most part, Tejanos and Americans lived in partnership with each other, working to solve Indian problems and improve each other’s businesses. As Americans began to pour into Texas, Tejanos generally accepted American settlers because they were the gateway to selling their products and supporting themselves—there was no market for their goods in Mexico. Farmers from Southern and Appalachian states also brought advanced farming and irrigation techniques, so in addition to ranching, Texas became a cotton state, which was highly profitable. Cotton crops were supported by slavery, which Mexican President Guerrero had outlawed in 1829, but the Mexican government decided not to enforce abolition in Texas or the areas it had opened to foreign settlement under the Colonization Laws. American immigrants consequently brought slaves, paid homage to the Catholic Church, which was required by Mexican law, and became Mexican citizens. Some married Tejano women and learned Spanish. In the early years, Stephen Austin was especially respected as a Mexican citizen because he spoke Spanish fluently and interacted appropriately with the Mexican government. All Texans, whether Tejano or American, agreed that they were happy being isolated from the growing turmoil and factionalism in Mexico City. But by 1830, there were over 20,000 Americans living in Texas, with thousands more coming every year. American Texans had grown from outnumbering Tejanos 2:1, to almost 10:1. They were now developing the state, running it according to their own rules, and, at times, deriding Mexican governance. In 1826, Comanche Indians burned an entire Texan colony to the ground and, when no attention or support was offered by Mexico City, Texans raised the prospect of independence, stating that if Mexican authority was inadequate to govern their state, then settlers would have to do it themselves. Many Tejanos shared this sentiment, which greatly disturbed Mexico City; from their perspective, American Texans needed to be brought back under Mexican control. The Reforms of 1830 attempted to do just that... New Version: Texas under the 1824 Constitution. The state of Texas was the powder keg for the trouble that Mexico and the United States found themselves in by 1846. After the General Colonization Laws in 1823 brought an influx of Americans into the Mexican frontier, those states started to become more culturally American and more economically dependent on U.S. trade. As Mexican governance and support fell through, borderlands often turned to business with the United States to keep afloat. During the early years of the Mexican Republic, this was not generally a problem. In 1824, the Mexican Constitution permitted each state to make its own charter, and American and Tejano settlers drafted the charter of Coahuila y Tejas to address common concerns including developing the economy, protecting themselves from Indian raids, and resisting incursion from the Mexican central government. Tejanos and Americans worked together to solve Indian problems and improve each other’s businesses. Additionally, American farmers brought advanced farming and irrigation techniques, so in addition to ranching, Texas became a cotton state, which was highly profitable. However, American immigrants also brought slaves, which caused some angst. Mexican President Guerrero had outlawed slavery in 1829, but the Mexican government decided not to enforce abolition in Texas or the areas it had opened to foreign settlement under the Colonization Laws. Empresarios who started American colonies with legal permission by the Mexican government, such as Stephen Austin, attempted to abide by Mexican laws faithfully. Some married Tejano women and learned Spanish. All Texans, whether Tejano or American, agreed that they were happy being isolated from the growing turmoil and factionalism in Mexico City. Cracking Down on Texas However, by 1830, there were over 20,000 Americans living in Texas, with thousands more coming every year. American Texans had grown from outnumbering Tejanos 2:1, to almost 10:1. They were now developing the state, running it according to their own rules, and, at times, deriding Mexican governance. In 1826, Comanche Indians burned an entire Texan colony to the ground and, when no attention or support was offered by Mexico City, Texans raised the prospect of independence, stating that if Mexican authority was inadequate to govern their state, then settlers would have to do it themselves. Many Tejanos shared this sentiment, which greatly disturbed Mexico City. Additionally, many illegal squatters had accompanied legal American settlers. They were not as dedicated to the rules of Mexican citizenship, which required speaking Spanish, conversion to Catholicism, and acquiring legal Mexican citizenship. Slavery also dramatically increased, which greatly concerned Mexico City. The central government of Mexico began to regret their decision to open colonization in Texas. From their perspective, American Texans needed to be brought back under Mexican control. The Reforms of 1830 attempted to do just that. Public Public 9780692613719 Student Big Book Factual Error 109 Photo- Lorenzo de Zavala publishers have corrected the photo of Lorenzo de Zavala Public 9780692613719 Student Big Book Editorial Change 110 Independence Declared clarify old sentence, "Sam Houston was named the president and head of the revolutionary army" by replacing with, "Sam Houston was named the head of the revolutionary army with David G. Burnet and Lorenzo de Zavala serving as interim president and vice-president." Publisher's Identification of Factual Errors and Editorial Changes Proclamation 2017 Identified By Component ISBN Item Type Product Type Correction Type Page Number Location within Text Description of Correction/Change Rewrite paragraph from old version: Four days after independence, on March 6, 1836, Santa Anna’s army crossed the Rio Grande and attacked an old Spanish mission in San Antonio called the Alamo...Texans sent messengers to warn fellow Americans who were stationed at Goliad, another armored mission a few miles away, that the Mexican army was coming. Santa Anna arrived first, however, and massacred the Texans at Goliad, desecrating their corpses afterwards. The death of over 500 innocents that week solidified Texan resistance. Public 9780692613719 Student Big Book Editorial Change 110, 113 The Alamo & Goliad Public 9780692613719 Student Big Book Editorial Change 113 San Jacinto Change sentence from, "Seven weeks later, on April 21, 1836, Santa Anna led the Mexican army back to Texas to deal a final blow. He expected an easy win, but 900 Texans led by Sam Houston..." to "Seven weeks later, on April 21, 1836, Santa Anna led the Mexican army back through East Texas to finally end the Texas insurgency. On the way, 900 men led by Sam Houston…" Publisher 9780692613719 Student Big Book Editorial Change 117 Ch4-1 Manifest Destiny Election 1844 Add that Polk was a slaveowner James K. Polk, who was a slaveowner and ran on a platform of expansionism. Public 9780692613719 Student Big Book Editorial Change 117 Inset- Juan Seguin Change "General Vasquez's reconquista attempt in 1842" to "General Vasequez's attempt to reclaim Texas in 1842" Public 9780692613719 Student Big Book Editorial Change 117 Reprisal in Texas change "petty crimes" to "offenses" Public 9780692613719 Student Big Book Editorial Change 119 Manifest Destiny Edit sentence from "He did not simply value freedom, but wanted to acquire more territory under the auspices of creating more freedom." to "It was alleged he simply wanted to acquire more territory under the auspices of extending Southern slavery." Publisher 9780692613719 Student Big Book Editorial Change 121 Manifest Destiny delete "away from empires" from the sentence "Others went further and said that it meant the United States should support others' liberation movements, like those of the Yucatan or El Salvador." Publisher 9780692613719 Student Big Book Editorial Change 121 Manifest Destiny Change from Polk "planned" to purchase them to Polk “maneuvered” to purchase them. Publisher 9780692613719 Student Big Book Editorial Change 121 Section Summary Add phrase to sentence, "... but concerned others, especially those trying to restrict slavery's expansion." Publisher 9780692613719 Student Big Book Editorial Change 124 4-2 The Mexican-American War add "The" to the Section Title Publisher 9780692613719 Student Big Book Editorial Change 124 Escalation to War Remove subheading "Polk Builds His Case for War." Publisher 9780692613719 Student Big Book Editorial Change 124 Escalation to War Slight edit to sentence, "When it came to Texas specifically, Polk’s argument was that Texans would benefit by coming under U.S. protection, and that Mexico would benefit from not having to deal with a rebellious former state anymore." Publisher 9780692613719 Student Big Book Editorial Change 124 Photo: Cotton Change cotton pic caption to read Cotton crops were the economic staple of many Southern states Public 9780692613719 Student Big Book Editorial Change 130 California, the Bear Flag Republic Slight edit to sentence from, "While some Californios resisted U.S. forces, when John Frémont’s men invaded the home of Californio governor and commander, General Mariano Vallejo, the governor did not resist arrest." to "While some Mexican Californians resisted American occupation, on January 13, 1846, John Fremont's men invaded the home of Californio governor and commander, General Mariano Vallejo, and the governor did not resist arrest." Public 9780692613719 Student Big Book Editorial Change 131 California, the Bear Flag Republic Deleted "stunning" and add phrase "--both positive and negative--" after "emotional reactions from Americans" so that sentence reads, "The seizures of California and New Mexico prompted much emotional reaction from Americans —both positive and negative—who were reading daily updates about the war in the newspaper." Public 9780692613719 Student Big Book Editorial Change 130 Kearny and Fremont Edit sentence from "Since New Mexico and California showed only modest resistance to American occupation, the plan turned out to be easier than expected." Rephrase to read, "American forces faced some resistance by Mexicans in California and New Mexico, but quickly occupied these regions." Publisher 9780692613719 Student Big Book Editorial Change 131 photo- General Mariano Vallejo Substitute photo of Walt Whitman with photo of General Mariano Vallejo New version: "Four days after independence, on March 6, 1836, Santa Anna’s army attacked an old Spanish mission in San Antonio called the Alamo... Texans sent messengers to warn Americans who were stationed at Goliad, another armored mission a few miles away, that the Mexican army was coming and they should retreat. Santa Anna's troops under General Urrea encircled them first, however, and captured the Texan rebels in a two-day battle at Coleto Creek. General Urrea petitioned for clemency for the Texas prisoners of war, but Santa Anna ordered their execution at Goliad on March 27 and had their corpses desecrated. Including the massacre at the Alamo, the death of over 500 Americans with a number of allied Tejanos solidified Texan resistance." Publisher's Identification of Factual Errors and Editorial Changes Proclamation 2017 Identified By Component ISBN Item Type Product Type Correction Type Page Number Location within Text Description of Correction/Change Public 9780692613719 Student Big Book Factual Error 131 photo- Winfield Scott Correct photo of General Winfield Scott Edit paragraph to emphasize role of slavery in Mexican Cession purchase. Change from old version: Some Americans wanted to annex all of Mexico, or even more of Latin America. They were thinking about El Salvador, the Yucatan, and other countries that had applied for American help or annexation over the years. If the U.S. owned Latin America, it could impose the form of decentralized government and economics it believed was right. Other Americans who had not wanted war in the first place, nor had any wish to see slave states added to the nation, argued that the United States should retain a minimum of territory. Texans at the time of the revolution, however, wanted at least the Great Plains and the Rio Grande border as their own, and most Americans wanted San Francisco. Santa Fe had surrendered without a shot and was already a hub on the Santa Fe Trail. These were territories that many Americans could agree on. Public 9780692613719 Student Big Book Editorial Change 136-137 War's End, 1848 Public 9780692613719 Student Big Book Editorial Change 137 War's End, 1848 Per reviewer's request, map of Mexican-American War campaigns has been substituted from a more contemporary colored map to an older, black and white version so that coloring of land areas would not confer any bias upon student readers. Public 9780692613719 Student Big Book Editorial Change 139 Effects of the War on Mexicans Change "Others who thought similarly planned for reconquista, in the tradition of Santa Anna." to now read, "Others who thought similarly planned to reclaim the Mexican Cession later." Publisher 9780692613719 Student Big Book Editorial Change 139 Gadsden Purchase Change "El Norte" in sentence from " At first, U.S. negotiators proposed $50 million20 to simply purchase the rest of El Norte, including Baja California, Coahuila, Chihuahua, Sonora, Nuevo León, and Tamaulipas." to " At first, U.S. negotiators proposed $50 million20 to purchase the entirety of northern Mexico, including Baja California, Coahuila, Chihuahua, Sonora, Nuevo León, and Tamaulipas. Effects of the War on the United States The publisher has voluntarily added the by General Grant for balanced perspective. Add, "However, the U.S. had been aggressive and unjust, war opponents believed, in their pursuit of the Mexican borderlands. Not everyone was proud of this. Even future President and General Ulysses S. Grant himself admitted in his memoirs, that: “For myself, I was bitterly opposed to the measure [annexation of the Mexican Cession], and to this day, regard the war, which resulted, as one of the most unjust ever waged by a stronger against a weaker nation. It was an instance of a republic following the bad example of European monarchies, in not considering justice in their desire to acquire additional territory.” After annexation, the U.S. had to deal with a deepening crisis over slavery, as well as begin restitution with Mexico. After 1850, the U.S. became Mexico’s biggest investor and trading partner, and millions of dollars every year went to support Mexico’s economy in hopes of creating a more stable partnership." Also add footnote with citation to Grant's memoirs: Personal Memoirs of U.S. Grant, Available online by Gutenberg Project. http://www.gutenberg.org/files/4367/4367-h/4367-h.htm and Delete the sentences in text, "Through its mistakes, the U.S. learned how to legislate more fairly as time went on, and how to deal more wisely with Mexico in the future. Mexico became a key benefactor of American prosperity because the United States became Mexico’s biggest investor and trading partner after 1850." Ch5-1 Introduction Slight edit to setnence from, " By this time, the first 200,000 Mexican-Americans, and smaller numbers of other Latinos, had found work or homes in the United States and were coming to terms with what that meant." to "By this time, 200,000 Mexican-American immigrants, and smaller numbers of non-Mexican Latinos, had found new work or homes in the United States and were coming to terms with what that meant." Publisher Public 9780692613719 9780692613719 Student Student Big Book Editorial Change Big Book Editorial Change 140 146 New Version: Some Americans wanted to annex all of Mexico, or even more of Latin America. El Salvador, the Yucatan, and other countries had applied for U.S. help or annexation over the years, and if the U.S. owned more of Latin America, it could impose the form of decentralized government and economics it believed was right. On the other hand, opponents argued, slavery would likely extend into those southern provinces. Congressmen who had not wanted war in the first place, nor had any wish to see slave states added to the nation, argued that the United States should retain a minimum of territory. Texans at the time of the revolution, however, wanted at least the Great Plains and the Rio Grande border as their own, and many Americans wanted San Francisco for its harbor on the Pacific. Santa Fe had surrendered quickly during the war and was already a hub on the Santa Fe Trail. These were territories that many Americans could agree on. Public 9780692613719 Student Big Book Factual Error 146 The Gold Rush Correct error about who found gold on John Sutter's property: Change sentence from "On January 24, 1848, nine days before the Treaty of GuadalupeHidalgo was signed, a Swiss immigrant named John Sutter found a few nuggets of pure gold on his sawmill in the Sacramento Valley. Though he tried to keep the discovery quiet, news quickly leaked out." to "On January 24, 1848, nine days before the Treaty of Guadalupe-Hidaldo was signed, a few nuggets of pure gold were found on Sutter's Mill in the Sacramento Valley. Although people tried to keep the discovery quiet, news quickly leaked out..." Public 9780692613719 Student Big Book Editorial Change 147 Roughing It "...and the United States, having just acquired this territory, did not yet have their own established governmental or police presence." Publisher 9780692613719 Student Big Book Factual Error 150 Roughing It Correct “Losoya” from "Loyosa" in Paula Losoya Taylor's name in text Publisher's Identification of Factual Errors and Editorial Changes Proclamation 2017 Identified By Component ISBN Item Type Product Type Correction Type Page Number Location within Text Description of Correction/Change Publisher 9780692613719 Student Big Book Editorial Change 150 Roughing It Text has been amended to say, "Despite racial prejudice and discrimination in many areas, Mexican-Americans found ways to organize and initiate the first changes in the political and social structures of the American Southwest." Public 9780692613719 Student Big Book Editorial Change 150 Effects of the Gold Rush Slight edit to sentence . Change from "The West was diverse, wild, and unmonitored, but immigrants, including many with Mexican heritage, got to take advantage of Manifest Destiny and forge their own future." to now read, "The West was wild and diverse, but many got to take advantage of..." Public 9780692613719 Student Big Book Editorial Change 150 Effects of the Gold Rush Slight edit to sentence from "the West offered the chance for Latinos, Indians, black Americans, indentured servants, and immigrants from all over the world to create a culture for themselves without any pre-existing mold" to "...and immigrants from all over the world to create something new." 150 Effects of the Gold Rush Slight edit to sentence from " All were in the quest for self-betterment together, and the U.S. government aided this quest by creating laws that encouraged individuals to mine land themselves, purchase it, and keep the profits" to now read, "Many were in the quest for self-betterment, and the U.S. government aided this quest by creating laws that encouraged certain individuals to mine land themselves, purchase it, and keep the profits." Public 9780692613719 Student Big Book Editorial Change Public 9780692613719 Student Big Book Editorial Change 95 Spain Per reviewer's request, amend to read "by a former U.S. Commodore, David Porter" Public 9780692613719 Student Big Book Editorial Change 153 Early Pioneers and Old Land Acts Edit sentence from "They even prohibited slavery, showing many of the Founding Fathers’ commitment to abolition as early as the 1780s" to now read, "They also prohibited slavery within these new regions, even though they could not bring about abolition entirely." Publisher 9780692613719 Student Big Book Editorial Change 153 Image Insert photo of Spanish crops in California, ca.1900 Publisher 9780692613720 Student Big Book Editorial Change 154 Image Insert photo of Central Pacific Railroad, ca. 1870 Public 9780692613719 Student Big Book Editorial Change 150 Roughing It Replace "proper" law enforcement with "U.S." law enforcement Public 9780692613719 Student Big Book Factual Error 154 Vocab- Emancipation Proclamation in vocab box,, change definition of Emancipation Proclamation from "declaring that all persons held as slaves were free" to "declaring that all persons held as slaves in rebellious states were free"; also change in glossary Publisher 9780692613719 Student Big Book Editorial Change 153 Image insert photo of Abraham Lincoln Edit paragraph. Change from old version: But as support for slavery waned in large parts of the U.S. in the 1840s and 1850s, various legislators such as Stephen Douglas and Lewis Cass argued that slavery was not an issue that the federal government should be deciding, and that slavery could be abolished democratically through popular vote in each state. A new political party, the Free Soil Party, similarly believed that the solution to brewing sectional strife was for the federal government to “divorce” the question of slavery altogether. A common view was that if slavery were forbidden by voters in newly forming states—especially in the Mexican Cession—then slavery would be contained in the South and eventually die out. Publisher 9780692613719 Student Big Book Editorial Change 153 Ch5-1 The Civil War Interrupts Settlement To new version: But as support for slavery waned in a large segment of U.S. society in the 1840s and 1850s, various legislators such as Stephen Douglas and Lewis Cass argued that slavery was not an issue that the federal government should be deciding, and that if certain citizens desired abolition, this could be brought about democratically through popular vote in each state. A new political party, the Free Soil Party, similarly believed that the solution to brewing sectional strife was for the federal government to “divorce” the question of slavery altogether. A common view of moderate abolitionists was that if slavery were forbidden by voters in newly forming states, then slavery could be contained in the South and eventually die out. Publisher's Identification of Factual Errors and Editorial Changes Proclamation 2017 Identified By Publisher Component ISBN 9780692613719 Item Type Student Product Type Big Book Correction Type Page Number Editorial Change 153-154 Location within Text Ch5-1 Civil War Interrupts Settlement Description of Correction/Change Per reviewer's request, edit paragraph. Change from, "Ultimately, however, the effort to forestall war and secession over slavery and states’ rights failed. The Compromise of 1850 admitted California, Utah, and New Mexico as free states while admitting Texas as a slave state, and strengthening the Fugitive Slave Act, which demanded free soilers to return runaway slaves. Moral outrage over slavery increased through pamphlets and the writings of abolitionists. The Kansas-Nebraska Act of 1854 then repolarized the nation by nullifying the Missouri Compromise and turning the decision of slavery in those states over to the voters. Pro-slavery and anti-slavery factions both moved into Kansas, which inflamed sectional strife within the state and then throughout the nation..." Now reads, "Ultimately, however, the effort to forestall war and secession over slavery and states’ rights failed because of the efforts of slavery’s defenders. The Compromise of 1850 admitted California, Utah, and New Mexico as free states but admitted Texas as a slave state and strengthened the Fugitive Slave Act, which demanded free soilers return runaway slaves. Moral outrage over slavery increased through pamphlets and the writings of abolitionists, yet the popular sovereignty strategy of letting citizens decide whether new states should be free or slave led to disaster. When the Kansas-Nebraska Act of 1854 nullifed the Missouri Compromise and turned the decision of slavery in those states over to the voters, pro-slavery and anti-slavery factions both moved into Kansas, which inflamed sectional strife within the state and then throughout the nation... " Publisher 9780692613719 Student Big Book Editorial Change 153 Ch5-1 Civil War Interrupts Settlement Add photo of President Abraham Lincoln to the margin Public 9780692613719 Student Big Book Editorial Change 154 The Civil War Interrupts Settlement Delete "headed" so sentence now reads, "Opposing the South’s secession, President Abraham Lincoln rallied troops for the Northern Union to force the South into reunification." 154 The Civil War Interrupts Settlement Edit sentence from "By then, President Abraham Lincoln had already proclaimed freedom for all slaves in the Emancipation Proclamation, and this had to be extended into the South." to now read, "By then, President Abraham Lincoln had already proclaimed freedom for slaves in rebellious states through the Emancipation Proclamation, and this now had to be enforced." 155 Primary Doc- Emancipation Proclamation In caption, delete "all American slaves" and replace with "all slaves in states that had seceded from the Union” The Civil War Interrupts Settlement Edit sentence. Change from, "Slavery had been abolished, but the root issue of how strong the national government should be, compared to state governments, would remain unresolved for many years and cause much difficulty for people of color." and change to, "Slavery had been abolished, but discriminatory practices continued. Likewise, the issue of how strong the national government should be, compared to state governments, would remain unresolved for many years and cause much difficulty for people of color." Public 9780692613719 Student Big Book Editorial Change Public 9780692613719 Student Big Book Editorial Change Publisher 9780692613719 Student Big Book Editorial Change 154 Public 9780692613719 Student Big Book Editorial Change 156 New Land Acts Edit sentence from, "...farmers to settle the West by selling cheap tracts of land to anyone who agreed to farm or develop the land for at least five years. This included immigrants, women, indentured servants, and freed slaves who would become citizens with the passing of the Fourteenth Amendment in 1868. All the claimant had to do was submit an application..." to now read, "...farmers to settle the West by selling tracts of land to those who agreed to farm or develop the land for at least five years. This included women, indentured servants, and freed slaves who would become citizens with the passing of the Fourteenth Amendment in 1868. The claimant had to submit an application..." Public 9780692613719 Student Big Book Editorial Change 156 New Land Acts Edit sentence. Change "which gave even the poorest a chance to rise from poverty" to "which gave some a chance to rise from poverty" Public 9780692613719 Student Big Book Editorial Change 157 The Railroad Revolution Name Chinese Exclusion Act specifically: "After Chinese immigrants were restricted by law in the Chinese Exclusion Act of 1882, Mexican immigrants helped fill the vacancy." Inset- Railroad Laborers Edit sentence from "Many immigrant groups also had “bosses” who translated English and maintained control of their groups, sometimes leading strikes if workers were taken advantage of or went unpaid. It was tremendously difficult work, but some diaries kept by laborers reveal they considered it more exciting than simple fieldwork and more likely to lead to skilled jobs later on." to now read, "While many immigrant groups had “bosses” who translated English and maintained control of their groups, sometimes leading strikes if workers were taken advantage of or went unpaid, it was still tremendously difficult work. Also, certain immigrants, such as the Chinese railroad workers, worked longer hours for less money than did European immigrants." Indian Wars Per reviewer's request, delete two sentences with Bureau of Indian Affairs: "While some charitable efforts were extended through the Bureau of Indian Affairs—for example, selling Indians food and supplies at reduced prices, or trading them guns for buffalo hides—such measures ended up enabling Indian-U.S. hostility and were inadequate to alleviate poverty on reservations.." Delete BIA vocab word from the margin/glossary. Replace with "By 1900, the determination of the U.S. government to make the West suitable for settlement and development overwhelmed Native American resistance and led to near destruction of the indigenous way of life." Publisher Public 9780692613719 9780692613719 Student Student Big Book Big Book Editorial Change Editorial Change 158 160 Publisher's Identification of Factual Errors and Editorial Changes Proclamation 2017 Identified By Component ISBN Item Type Product Type Correction Type Page Number Location within Text Description of Correction/Change Public 9780692613719 Student Big Book Editorial Change 166 Ch5-1 Population and Immigration Explode Add phrase for clarification, "Overall, it was generally easy to enter the country, and only about 2% of newcomers arriving at Ellis Island were denied entrance." Public 9780692613719 Student Big Book Editorial Change 167 Ch5-1 Section Summary Edit sentence from old version, "Racial and ethnic discrimination also became an issue as black slaves were freed, European indentured servants arrived, Chinese laborers flooded California shores, and Latin Americans crossed the Southwest border." to now read, "Racial and ethnic discrimination was a continual problem as black slaves were freed, European indentured servants arrived, Chinese laborers immigrated across the Pacific, and and Latin Americans crossed the Southwest border." 173 Inset- Racist Attitudes Increase Edit sentence. Per reviewer's concern that a (racist) stereotype cannot be discussed without reinforcing it, Change from " Industrialists segregated their employees and birthed a stereotype of Mexicans working idly, compared to European or American workers." to "Industrialists segregated their employees and demanded Mexican laborers work the most difficult jobs in the most difficult conditions, while giving the best jobs at higher wages to Europeans or Americans." Public 9780692613719 Student Big Book Editorial Change Publisher 9780692613719 Student Big Book Editorial Change 174 Photo- Taft insert photo of William Howard Taft in left margin Publisher 9780692613719 Student Big Book Editorial Change 174 Ch5-2 End of Porfiriato In second paragraph, delete sentence, "Consequently, the majority of Mexicans remained poor, indentured, and uneducated." Publisher 9780692613719 Student Big Book Editorial Change 175 Latin-U.S. Relations Prior to WWI Add sentence. After mentioned how the Monroe Doctrine was "increasingly invoked," add sentence, "This was generally unappreciated and interpreted as an act of imperialism." Publisher 9780692613719 Student Big Book Editorial Change 176 The Spanish-American War Substitute photo of José Martí for McKinley Publisher 9780692613719 Student Big Book Factual Error 180 The Roosevelt Corollary Correct error for Panama Canal Construction, which was a "33 year-long" project, timed from first French breaking ground to first ship sailed on the open canal. Publisher 9780692613719 Student Big Book Editorial Change 184 Ch5-2 The Eve of the Mexican Revolution slight edit to phrase. Change "that stood for business, the Church, and the military" to "that defended business interests, the Church…" Publisher 9780692613719 Student Big Book Editorial Change 188 Ch 6-1 The Mexican Revolution Rewrite of first paragraph: Old Version: The biggest conflict in Mexican history, the Mexican Revolution, was a culmination of almost 100 years of swinging back and forth between centralist and liberal factions in Mexico, neither of which led common Mexicans into freedom or prosperity. While the United States emerged from civil war in the 1860s and experienced a boom of agricultural and industrial growth well into the 1900s, Mexico descended into civil war in the 1900s after decades of instability and economic depression. Ultimately, the Mexican Revolution, which began in 1910, resulted in a completely new form of government that looked to a new philosophy called socialism to solve the country’s political, economic, and social problems. The advantages of this new government were that Mexican honor was restored and, eventually, Mexico found itself on the road to economic progress. The disadvantage was that religious and political persecution continued, with many Mexicans dying in the the crossfires and almost as many fleeing the country. New Version: The United States emerged from civil war in the 1860’s with numerous residual problems, but soon thereafter experienced a boom of agricultural and industrial growth that would last well into the 1900s. Concurrently, Mexico was descending deeper into civil war after decades of instability and economic depression. The biggest conflict in Mexican history, the Mexican Revolution, was a culmination of almost 100 years of swinging back and forth between centralist and liberal factions in Mexico, which had caused much political and economic turmoil since independence had been won. Beginning in 1910, the Mexican Revolution ultimately resulted in a completely new form of government to solve the country’s political, economic, and social problems. The advantages of this new government were that Mexican honor was restored and, eventually, Mexico found itself on the road to economic progress. The disadvantage was that religious and political persecution persisted for quite some time, with many Mexican casualties, and almost as many fleeing the country. 188 Ch6-1 The Mexican Revolution Edit sentence. Change from, " While the majority participated in American society and worked to better themselves, a small number came bearing revolutionary ideas and took part in subversive activity." to "While most embraced the opportunity to better themselves, a small number came bearing revolutionary ideas and took part in subversive activity." Publisher 9780692613719 Student Big Book Editorial Change Public 9780692613719 Student Big Book Editorial Change 189 The Election of 1910 slight edit to phrase. Change "broke him out of jail" to "retrieved him from jail." Publisher 9780692613719 Student Big Book Editorial Change 189 Vocab- Anarchism Move definition of anarchism to text and margin on p.215 Public 9780692613719 Student Big Book Factual Error 189 multiple deleted incorrect reference to "La" Regeneracion five times in chapter 6 Publisher's Identification of Factual Errors and Editorial Changes Proclamation 2017 Identified By Component ISBN Item Type Product Type Correction Type Page Number Location within Text Description of Correction/Change Delete "The Regeneration Movement" subheading and rewrite paragraph. Replace old version: The Regeneration Movement. Before his run for president, Francisco I. Madero had associated with a revolutionary group called La Regeneración, or “The Regeneration.” This group was inspired by a radical Russian philosophy called anarchism, and called for total overthrow of the Mexican government. Between 1900 and 1918, La Regeneración published a newspaper to inspire others to destroy the Mexican system, including its central government, the Church, and rules surrounding property ownership. The more moderate of their followers, such as Madero, remade these goals into a new plan for Mexican governance. They thought Mexico could be reformed if the government would use its power to help laborers, Indians, and peasants, while punishing the clergy, property owners, and foreign businessmen. These kinds of goals were in Madero’s mind when he ran for president in 1910. Public Public 9780692613719 9780692613719 Student Student Big Book Editorial Change Big Book Editorial Change 189 6-1 The Early Phase of Revolution 190 6-1 Constitutionalists Battle Huerta Publisher is voluntarily editing sentence for clarity. From old version: One of their main tactics was to seize the railroads and supply lines, hijacking them in order to roll troops or cars set on fire into cities where Huerta’s troops were stationed." now reads, "One of their main tactics was to seize railroads and supply lines. They would then roll rail cars set on fire or filled with soldiers into cities where Huerta’s troops were stationed." New Version: Anti-Díaz Forces Mount. Before his run for president, Francisco I. Madero had associated with others protesting the regime of Porforio Diaz, including a group called the Partido Liberal Mexicano (PLM). The PLM initially had supported democratic reforms including land redistribution, one-term presidencies, and better legislation for industrial workers. Prior to 1910, however, a segment of the group grew more radical and began advocating revolution for a whole new Mexico, with plans laid out in its newspaper, Regeneración. By 1906, publication of this newspaper had been banned in Mexico City for its challenge to the central government, and a faction of PLM leadership supporting its claims were exiled to the United States. As publication resumed there, and PLM plans became more revolutionary to include arming rebels against the Mexican government, the more moderate of their following left the party and remade some of their goals into a democratic plan for Mexican governance. Francisco Madero was among those who left, believing that Mexico could be reformed if the government would use its power to help laborers, Indians, and peasants instead of the clergy, property owners, and foreign businessmen. These kinds of plans were in Madero’s mind when he ran for president in 1910. Public 9780692613719 Student Big Book Editorial Change 195 6-1 Mexico-U.S. Relations Strain Edit sentences from " In California, the influx of settlers after the Gold Rush created a unique multi-national culture of opportunity-seekers, but the south remained a bastion of Mexican culture where Spanish-speaking schools, churches, orphanages, and even universities flourished. In such areas, Mexican-Americans were sometimes the dominant ethnic group." Now reads, "In California,the influx of settlers after the Gold Rush created a unique multi-national culture of opportunity-seekers, but southern California retained elements of its Spanish and Mexican foundations. In such areas, Mexican-Americans were sometimes the dominant ethnic group, and Spanish-speaking schools, churches, and civic organizations flourished." Public 9780692613719 Student Big Book Factual Error 195, 226, 261, 325 Mexico-U.S. Relations Strain Replace sentence. Change from "The overall Mexican population in America was still small, however— fewer than 100,000 in 1900--and with little border control..." to "The overall Mexican population in America was approximately 400,000 in 1900, of whom approximately 100,000 were Mexican-born. With little border control..." Similarly on p.226,261, and 325, replace 100,000 with 400,000. Public 9780692613719 Student Big Book Editorial Change 196 Mexico-U.S. Relations Strain Delete "of squatters and"from sentence, "Mixed in with permanent settlers were tens of thousands of guest workers who found temporary residence." Public 9780692613719 Student Big Book Editorial Change 196 Plan de San Diego, Texas substitute "re-conquest" for "reconquista" as in, "on the promise that they would receive land once reconquest had been accomplished…" Public 9780692613719 Student Big Book Editorial Change 197 Massacre in Columbus, NM Delete "reconquista" to state, "…Pancho Villa tried to provoke war with the United States by executing 15 American miners…" Publisher 9780692613719 Student Big Book Editorial Change 202 6-1 Socialism Under Calles Move definition of socialism from 202 to 203 Public 9780692613719 Student Big Book Editorial Change 200 Instability in the New Regime Delete phrase "and into freedom" from the end of the sentence to read, "All of them had worked hard for their agenda, but none were able to lead Mexico out of centralist control." Publisher 9780692613719 Student Big Book Editorial Change 203 6-1 The Cristero War Add Pope’s name to sentence, "...motivating Pope Pius XI to make a worldwide proclamation…" 208 6-2 Revolution in Latin America and Beyond Slight edit to sentences. Change from,"Throughout the 1800s, many emphasized the importance of overturning the Pope, Christian doctrine, and moral hindrances to revolution. The entire world was poised to experience the fruit of this radical thought when it suddenly gained political footing in the early 1900s. " to now read, "Throughout the 1800s, many emphasized the importance of overturning authorities and structures that defined the current world order. By the early 1900s, this revolutionary stream of thought gained political footing in many nations." Slight edit to sentence. Change from " Ever since the days of the French Enlightenment, philosophers had speculated about a new world order free from religion, central authority, and unequal wealth." to now read, “The French Enlightenment had encouraged philosophers from different streams to speculate about a new world order with greater freedom and equality." Remove "in Mexican people" from sentence: "This dependency, with its up and down cycles, created a lot of resentment towards the United States and the capitalist economy in general." Publisher 9780692613719 Student Big Book Editorial Change 208 6-2 Revolution in Latin America and Beyond 209 Problems in the World Economy Public 9780692613719 Student Big Book Editorial Change Publisher 9780692613719 Student Big Book Editorial Change Publisher's Identification of Factual Errors and Editorial Changes Proclamation 2017 Identified By Publisher Publisher Component ISBN 9780692613719 9780692613719 Item Type Student Student Product Type Correction Type Big Book Editorial Change Big Book Editorial Change Page Number Location within Text Description of Correction/Change 209 Problems in the World Economy Edit sentence. Change from, "America could not absorb any surplus labor during the Great Depression because there were not enough jobs for American citizens, let alone enough to offer to immigrants." to now read, "America could not absorb surplus labor during the Great Depression. There were not enough jobs for American citizens, and even fewer for immigrants." Ch6-2 Ricardo Flores Magon and the PLM Paragraph rewritten about Ricardo Flores Magon. Old Version: Ricardo Magón and the PLM. The most radical brand of revolutionary socialism in Mexico began under the anarchist leader, Ricardo Flores Magón. Magón was the founder of the La Regeneración movement that inspired Madero, and worked tirelessly for the overthrow of Mexican government between 1900 and 1922. He did most of his radical work from exile in Texas and California where he recruited discontented Mexican-Americans to join him in his mission. He first opposed Díaz, then Madero, and then the Constitutionalists. For his protests and published works, Magón was arrested approximately every two years beginning in 1892 when he was a student in Mexico City, until his final arrest in Los Angeles in 1918. He lived as an outlaw and penned many of his articles from prison. NewVersion: Ricardo Flores Magón and the PLM. The most radical brand of revolutionary socialism in Mexico began under the anarchist leader, Ricardo Flores Magón. Magón was the founder of the Regeneración publication that had once inspired Francisco I. Madero and anti-Diaz elites, but grew to alienate them as it rejected a democratic reformulation of Mexico. Magón resumed publication of Regeneración illegally in the United States, where he articulated concepts inspired by radical Russian philosophy. Magón and his coauthors increasingly called for total overthrow of the Mexican system, including the central government, the Church, and rules surrounding property ownership. 215 g p g OldVersion: Magón’s most seditious activity was the founding of the Mexican Liberal Party (PLM), which he created to organize rebellion against the Mexican government in 1905. The PLM was a party of revolutionaries, ready to use weapons to free Mexican workers from their oppressors. From his base in the United States, Magón recruited and armed the PLM to fight Díaz’s troops in northern Mexico. Even before the opening shots of the Mexican Revolution had been fired, Magón had already staged uprisings across northern Mexico. In 1911, when Francisco Madero left Texas to overthrow Díaz, Magón permitted the PLM to help him, but then insisted they continue fighting after Madero’s ascendancy for an entirely new social order he called Tierra y Libertad, or “Land and Liberty.” This slogan was spread throughout northern Mexico... He died in federal prison, with a legacy of subversive activity that continues to inspire radicalism today. Publisher 9780692613719 Student Big Book Editorial Change 215 Ch6-2 Ricardo Flores Magon and the PLM Public 9780692613719 Student Big Book Editorial Change 216 Zapata's Morelos Commune While this is not a verified factual error, publisher is voluntarily exchanging the sentence, "There would be no property lines or individual ownership either." with "Villages could decide for themselves whether they would break up their allotments into individual farms or hold land collectively." Publisher 9780692613719 Student Big Book Editorial Change 221 Good Neighbors for a Time Slight edit to setntence, "When American citizens and property were threatened abroad, many wanted the Marines to move in. When revolutions were fought in the streets, many believed American officials should mediate and help convene an appropriate government." Public 9780692613719 Student Big Book Editorial Change 230 7-1 The Mexican-American Experience Edit sentence to specifically name "the Temporary Admissions Program" and name the start date, which was 1917. Edit to say, "Beginning in late 1917, under the Temporary Admissions Program, Mexican workers who crossed the border legally received visas, or guest worker permits that allowed them to work for six months before they had to return to Mexico." Publisher 9780692613719 Student Big Book Editorial Change 231 Primary Document: Eugenics and Restrictionism In caption, add "racist" to "borrowed racist arguments from eugenics research…" Publisher 9780692613719 Student Big Book Editorial Change 234 Immigration Restrictions Edit phrase. Change "offload the overabundant labor supply" to "The first deportations of Mexican laborers occurred to decrease the number of those looking for work, especially those who worked for the cheapest wages." Publisher 9780692613719 Student Big Book Editorial Change 236 image- photo removed WWII photo Publisher 9780692613719 Student Big Book Editorial Change 236 Mexican-American War Heroes Add photo of Colonel Louis Gonzaga Mendez, Jr., 82 Airborne Division Publisher 9780692613719 Student Big Book Editorial Change 236 Mexican-American War Heroes Edit sentence. Change from, "A significant number of Mexican-Americans participated in the Allied forces of World War II, giving them a chance to share in its triumphs" to now read, "A significant number of Mexican-Americans participated in the Allied forces of World War II and shared in its triumphs." New Version: From exile in Texas and California, Magon recruited others to join him in his mission against Díaz, then Madero, then Carranza and the Constitutionalists. For his protests and published works, Magón was arrested approximately every two years beginning in 1892 when he was a student in Mexico City, until his final arrest in Los Angeles in 1918. Consequently, he lived as an outlaw and had to pen many of his articles from prison. Magón’s most seditious activity was recruiting and arming a portion of the PLM to fight Díaz’s troops in northern Mexico in 1905. Even before the opening shots of the Mexican Revolution had been fired, Magón had already staged uprisings across northern Mexico. In 1911, when Francisco Madero left Texas to overthrow Díaz, Magón permitted his followers in the PLM to help, but then insisted they continue fighting after Madero’s ascendancy for an entirely new social order he called Tierra y Libertad, or “Land and Liberty.” This slogan was spread throughout northern Mexico...He died in federal prison in 1922, with a legacy of subversive activity that inspired many of his followers. nd Publisher's Identification of Factual Errors and Editorial Changes Proclamation 2017 Identified By Component ISBN Item Type Product Type Correction Type Page Number Location within Text Description of Correction/Change Public 9780692613719 Student Big Book Factual Error 236 Mexican-American War Heroes Add missing word to military combatant group. "In Mexico, several U.S.-trained regiments became the Mexican Expeditionary Air Force, which served heroically in the Philippines with Allied General Douglas MacArthur." Public 9780692613719 Student Big Book Factual Error 239 The Latino Experience Improves Correct error that Macario Garcia was the first Mexican immigrant, not the first Mexican-American, to receive teh Medal of Honor. "In 1945, a Medal of Honor was awarded by President Harry Truman to WWII veteran Macario Garcia, the first Mexican immigrant to receive that award." Big Book Editorial Change Immigration Policy Overhaul Slight edit to sentence. Change from: "One year earlier, the Civil Rights Act of 1964 had declared that all U.S. citizens, regardless of race, religion, or ethnicity, now had equal political, economic, and social rights before the law" to now read, "One year earlier, the Civil Rights Act of 1964 affirmed that all U.S. citizens, regardless of race, religion, or ethnicity, had equal political, economic, and social rights before the law." 7-2 The Quest for Civil Rights Slight edit to sentence, "The period between 1880 and 1930, when immigration and revolutionary activity were at their peak, set back early civil rights because fears about the political ambitions and values of immigrants and minorities were strong." now reads, "The period between 1880 and 1930, when immigration and revolutionary activity were at their peak, set back broader acceptance and implementation of civil rights ideology because fears about the political ambitions and values of immigrants and minorities were strong." Public Public 9780692613719 9780692613719 Student Student Big Book Editorial Change 244 246 Public 9780692613719 Student Big Book Editorial Change 247 Roots of Racial and Ethnic Hostility Slight edit to sentences from, "Forcing civil rights on Southern states during Reconstruction—while well-intentioned—ultimately failed because it bypassed representational avenues and trumped the beliefs of millions of citizens, including veterans and previous legislators from the South. While freed slaves were being mass registered for the Republican Party by Republican governors, southern white citizens had been disenfranchised, and their interests were no longer represented in the U.S. Congress" to now read, "Forcing civil rights on Southern states during Reconstruction—while well-intentioned—ultimately failed because it bypassed ordinary representational avenues and tried to alter the beliefs of millions of citizens, including veterans and previous legislators from the South. While freed slaves were being registered to vote for the Republican Party by Republican governors, Southern white males had been disenfranchised, largely on accusations of treason for seceding from and waging war against the Union. " Publisher 9780692613719 Student Big Book Editorial Change 247 Roots of Racial and Ethnic Hostility Slight edit to sentences. Replace "subjugated" with "disenfranchised" and add "prejudicial" to sentence: "They worried about what would happen if the traditional Western European base of the population disappeared, or was disenfranchised by immigrant and minority activity. These prejudicial fears had to be overcome in order for civil rights to move forward." 248-249 The Eugenics Movement Edit sentences. Change from, " This had important racial and ethnic implications. Eugenics directly impacted immigration and civil rights policy because societal planners in the early 1900s became concerned about keeping the number of poor and uneducated citizens under control, as well as limiting their influence." to now read, "This had disturbing racial and ethnic implications. Eugenics directly impacted immigration and civil rights policy because societal planners in the early 1900s wanted to keep the number of poor and uneducated citizens under control, as well as limit their influence." 249 Labor and Economic Competition Edit sentence. Change from, " Gompers believed that minorities, especially undocumented Mexican workers, threatened American workers by taking their jobs and driving down wages." to now read, "Gompers believed that minorities, especially undocumented Mexican workers, threatened the American working class by competing for the same jobs at lower wages." Negative Experiences Edit sentences. Change from, "Some believed foreigners were responsible for the crime, disease, or economic troubles in their cities. Others attributed alcoholism or other negative traits to groups they observed committing the offending behavior. Many simply misjudged foreigners as odd—as people who spoke strange languages, cooked strange foods, or dressed unusually." Replace with, "Fear and bigotry fueled most of these unjustified stereotypes. Some feared that foreigners would bring poverty, crime, disease, and a tax burden. Alcoholism or other negative traits were attributed to malign certain groups of people, irrespective of whether or not those people had ever been observed committing the offending behavior." Publisher Publisher Public 9780692613719 9780692613719 9780692613719 Student Student Student Big Book Editorial Change Big Book Editorial Change Big Book Editorial Change 251 Early Latino Activism Per reviewer's request, add sentences about La Prensa: "La Prensa, for example, which was published in San Antonio between 1913 and 1955, was one of the most widely read Spanish newspapers in the U.S. and was a leading source of news about Mexico and Mexican culture. A spin-off newspaper, La Opinión, was created by the same publisher, Ignacio Lozano, and continues to be the oldest Mexican-American daily newspaper." 250-251 Public 9780692613719 Student Big Book Editorial Change Publisher 9780692613719 Student Big Book Editorial Change 258 President Johnson and the Great Society substitute "unprecedented" for "massive" in "...called for unprecedented amount of governmen spending..." Publisher 9780692613719 Student Big Book Editorial Change 261 Ch7-2 Chapter Summary Edit phrase. Change "...what they saw as societal defects" to "…what they prejudicially believed were societal defects." Big Book Editorial Change Ch7-2 Chapter Summary Edit sentence. Change from, "There was also hostile competition among groups, such as in the labor movement, as each wave of immigrant workers presented another challenge for American workers lobbying for higher wages and more benefits." to now read, "There was also hostile competition within the working class and labor movement, as each wave of immigrant workers presented another challenge for those lobbying for higher wages and more benefits." Publisher 9780692613719 Student 261 Publisher's Identification of Factual Errors and Editorial Changes Proclamation 2017 Identified By Component ISBN Item Type Product Type Correction Type Page Number Location within Text Description of Correction/Change 266 Ch8-1 The Cold War Edit sentence for clarity, from, "Between 1945 and 1991, major wars all across the globe were ultimately the result of Communist countries trying to spread their system and the United States trying to prevent it." to "Between 1945 and 1991, some of the major wars around the globe were ultimately the result of Communist countries trying to spread their system and the United States trying to prevent it." Public 9780692613719 Student Big Book Editorial Change Publisher 9780692613719 Student Big Book Editorial Change 267 Inset- What is Communism? Delete photo of hammer and sickle. Replace with map of Iron Curtain in margin. Publisher 9780692613719 Student Big Book Editorial Change 267 Vocab- Iron Curtain Change definition slightly, to "A political, military, and ideological boundary dividing Europe into Soviet influence in the East and anti-Soviet alliance in the West" Public 9780692613719 Student Big Book Editorial Change 266 Ch8-1 Introduction Edit sentence. Change from, "The United States tried to contain Communism because it caused famine, natural disaster, and civil war with casualties into the millions." to "The United States tried to contain Communism because it left in its wake famine, natural disaster, and civil war with casualties into the millions." Publisher 9780692613719 Student Big Book Editorial Change 268 Mexican-American and Latino Veterans in the Korean War Create new subheading with this title where there was none before Publisher 9780692613719 Student Big Book Editorial Change 268 Mexican-American and Latino Veterans in the Korean War Add citation for Dick Cheney's quote about Mexican-American Korean War veterans: U.S. Department of Defense. Hispanics in America's Defense. (DIANE Publishing Company, 1997), 33. Publisher 9780692613719 Student Big Book Editorial Change 268 The Vietnam War Created new section title. Blend existing text with text from former inset on "The Vietnam War" (previously p.279) to create newly organized paragraph describing the Vietnam War. (No new material added, just reorganized). Now reads, The Vietnam War. Following the Korean War, China sponsored Communism’s advance into Southeast Asia, especially Vietnam, an event Americans attempted to thwart between 1954 and 1975. After a decisive victory against Communism in South Korea during the Korean War (1950), the U.S. was divided over whether they should fight a similar war against Communism in Vietnam. In the 1950s, they began helping France maintain its government in Vietnam, but the Vietnamese defeated the French in 1954. Afterwards, North Vietnam became a Communist state, while South Vietnam set up a free republic. The North sent armed guerrilla bands into the South which brought about the fall of the South Vietnamese government, and the United States became increasingly invested in making sure the South did not come under Communist control through the 1960s and 1970s. With the USSR and China funding and supplying Communist revolutionaries, however, the U.S. experienced great tactical failure in the jungles of Vietnam and eventually withdrew forces in 1973. Vietnam fell to Communist invasion officially in 1975, and the first waves of “boat people” or Vietnamese refugees fleeing Communist Vietnam, found themselves on foreign shores, including those of the United States. Publisher has volutnarily added a section, blended existing material with new material to add to discussion of Vietnam War. Added Robert McNamara's quote criticizing the domino theory, for a more balanced perspective of ant-Communist policy. Footnote/Citation for McNamara's quote is also added. Also added casualty rate in Vietnam War and comment about those who critiqued it for its severity and racist aspects. Old Version: Following the Korean War, China sponsored Communism’s advance into Southeast Asia, especially Vietnam, an event Americans attempted to thwart from 1954 to 1975. After the U.S. lost this important ground, Communism spread into Laos, Burma, and Cambodia where millions more died under revolutionary takeover. This spread of Communism into bordering areas was called the domino theory, and motivated U.S. containment efforts. Publisher 9780692613719 Student Big Book Editorial Change 269 The Vietnam War New Version: After the U.S. lost this important ground, Communism spread into Laos, Burma, and Cambodia where millions more died under revolutionary takeover. The assumption that Communism would consistently spread into bordering areas was called the domino theory, and motivated U.S. containment efforts throughout the Vietnam era. Decades later, however, former Secretary of Defense Robert McNamara would criticize both the domino theory and the Vietnam War, saying that, “I think we were wrong. I do not believe that Vietnam was that important to the Communists. I don’t believe that its loss would have led - it didn’t lead - to Communist control of Asia.” Dispute over the domino theory and the heavy casualty rate suffered in the Vietnam War made it extremely controversial, especially among minority communities who argued that they were disproportionately represented among casualties. In total, more than 58,000 Americans gave their lives in the Vietnam War, with innumerable more suffering permanent physical, mental, and emotional disabilities. Publisher's Identification of Factual Errors and Editorial Changes Proclamation 2017 Identified By Publisher Component ISBN 9780692613719 Item Type Student Product Type Big Book Correction Type Editorial Change Page Number 269 Location within Text Inset- Mexican-American Heroes from the Vietnam War Description of Correction/Change New Inset. Publisher has voluntarily added a section spotlighting Mexican-American war veterans from Vietnam. Previous inset material was placed in text narrative, and new inset material regarding veterans has been added to read as follows: Mexican-American Heroes from the Vietnam War. The Vietnam War was an extremely controversial war, and many questioned American involvement. In 1970, the National Chicano Moratorium Committee organized the largest Mexican-American protest, with demonstrators protesting the high death tolls to the Mexican-American community, and questioning the legitimacy of the U.S. government asking Mexican-Americans to serve while racial injustice was still a prominent issue. In the face of such controversy, many Mexican-Americans chose to serve bravely, and were represented throughout the different branches of the military. Commander Everett Alvarez, Jr., for example, served as a Navy pilot in the Gulf of Tonkin and spent more than eight years as a prisoner of war in North Korea. He was awarded numerous medals, including the Silver Star and Distinguished Flying Cross, and was appointed by President Ronald Reagan to high positions in the Peace Corps and Veterans Administration in the 1980s. Another Mexican-American, Master Sergeant Roy. P. Benavidez, received a Medal of Honor for great bravery and service to his wounded teammates while under heavy fire in South Vietnam. Later, Benavidez published three books about his life and experiences, including The Three Wars of Roy Benavidez, where he described his impoverished upbringing and warrior ancestry--including his Yaqui Indian ancestry on his maternal side, and his descendence from Tejano Placido Benavides, who fought in the Texas Revolution. In recent decades, more research has been done to publicize Mexican-American and Latino service in American wars, which has often been overlooked. In A Patriot After All: The Story of a Chicano Vietnam Vet, Vietnam veteran Juan Ramirez writes about this disappointment but ends on a point that has been articulated by Jose Luz de Saenz, Hector P. Garcia, and other Mexican-American servicemen, saying, "As for myself, I am resigned to the fact that I always will be perceived first as a Mexican immigrant. Regardless of how you see me, I am an American. Whether you call me that or not makes no difference. It can’t be taken away. I am a patriot after all." Publisher Public Public Publisher Public 9780692613720 9780692613719 9780692613719 9780692613719 9780692613719 Student Student Student Student Student Big Book Editorial Change Big Book Editorial Change Big Book Editorial Change Big Book Big Book Editorial Change Editorial Change 269 Image Insert photo of Roy Benavidez with Ronald Reagan, at Medal of Honor ceremony 269-270 Ch8-1 The War Against the West Edit sentences. Change from, " Wherever the Soviet army went, capitals were overtaken, religion was outlawed... All over the world, the USSR was coercing allegiance to this new order, and the United States felt compelled to resist it." Change to, "Wherever Communism arose, capitals were overtaken, religion was outlawed... All over the world, communistic regimes were springing up, and the United States felt compelled to resist them." 269 Ch8-1 The War Against the West Edit sentence. Change from, "Although the Cold War officially began after World War II, Latin America had already experienced decades of anti-Western thought and revolution." Change to, "Although the Cold War officially began after World War II, Latin America had already experienced decades of radical political movements and revolution." Ch8-1 Sovietizing Latin America Rewrite paragraph. Change from "As Communism pushed into Latin America, the United States resisted it and sent anti-Communist forces into multiple nations. As Communist and antiCommunist regimes fought for control, repression and poverty led many Latin Americans to flee to the United States. Some were hopeful, and some were not. Some were proAmerica, and some were not. Some came temporarily, to get an education or acquire savings, but had plans to return home. Others fled permanently and adapted to life in the United States. Many Latinos congregated in New York City, Florida, Texas, and southern California where Mexican-Americans, Cubans, and Puerto Ricans had already established Spanish-speaking communities. These continue to house the large majority of Latinos today. Since 1960, the United States’ Latino population has diversified greatly, due to political and economic events Latin nations experienced, beginning in the Cold War. " New version: "As Communism pushed into Latin America, the U.S. resisted it and sent anti-Communist forces into multiple nations. As Communist and anti-Communist regimes fought for control, repression and poverty led many Latin Americans to flee to the United States. Some came temporarily, to get an education or acquire savings, with plans to return home. Others fled permanently and adapted to life in the United States, with many congregating in New York City, Florida, Texas, and southern California where Mexican-Americans, Cubans, and Puerto Ricans had already established Spanish-speaking communities. Since 1960, the United States’ Latino population has diversified greatly, due to political and economic events Latin nations experienced, beginning in the Cold War." 270 270 Ch8-1 Guatemala Rewrite paragraph. Change from: In 1950, the Guatemalan president Jacobo Árbenz believed it was time to nationalize the Guatemalan economy, starting with the banana industry, which was Guatemala’s key source of income. The United States owned the banana farms, factories, and railways, but Árbenz seized all the property and prepared to redistribute the land to peasants. The U.S. suspected that Communist control and communes were forthcoming, so President Eisenhower organized a small military force and ordered the overthrow of Árbenz in 1953. Eisenhower then helped install a new president, Carlos Castillo Armas, who was willing to work with the United States and allow them to use Guatemala as a base for training contras, or anti-Communist rebels. Change to, "In 1950, the Guatemalan president Jacobo Árbenz grew concerned over the power that U.S. companies, especially the United Fruit Company, had over Guatemala. The latter owned the banana industry, including banana farms, factories, and railways, which was Guatemala’s key source of income. Árbenz decided to nationalize the Guatemalan economy and seized U.S. property in order to redistribute the land to peasants. Suspecting that Communist control and communes were forthcoming, President Eisenhower organized a small military force and ordered the overthrow of Árbenz in 1953. Eisenhower then helped install a new president, Carlos Castillo Armas, who allowed the U.S. to use Guatemala as a base for training contras, or anti-Communist rebels." Publisher's Identification of Factual Errors and Editorial Changes Proclamation 2017 Identified By Component ISBN Item Type Product Type Correction Type Page Number Location within Text Description of Correction/Change Publisher 9780692613719 Student Big Book Editorial Change 272 Ch8-1 Guevara and Castro Create the Revolution Add new sentence, "A dictator, Fulgencio Batista, stifled civil liberties, jailed his opponents, and ran a very corrupt regime." Public 9780692613719 Student Big Book Editorial Change 276 Ch8-1 Chile Edit sentences. Change from, " In 1973, the Chilean Supreme Court and Congress permitted the military, run by General Augusto Pinochet, to put the country under martial law to restore order. A very violent turnover ensued, but Chileans permitted it because they expected the army to call for elections as soon as they subdued the revolutionaries. Instead, a military dictatorship remained for 16 years which repressed unions and basic civil liberties." Change to "In 1973, the Chilean Supreme Court and Congress permitted the military, run by General Augusto Pinochet, to put the country under martial law to allegedly restore order. A very violent turnover ensued, and a military dictatorship remained for 16 years which repressed unions and basic civil liberties." Public 9780692613719 Student Big Book Editorial Change 277 Grenada Edit sentences. Change from, " Although this kind of direct American involvement had not occurred in Central America since the 1920s, the changeover in control was positive for citizens in Grenada. They avoided the kind of chaos that other Latin nations were experiencing. The event inaugurated the turning of the tide of Communism in Latin America." and Change to, "Although this kind of direct U.S. involvement in Central American affairs commonly caused trouble in the first half of the twentieth century, the changeover in control was positive for citizens in Grenada. The U.S. showed a determination to halt the expansion of the Soviet-Cuban sphere of influence, and thus helped inaugurate the turning of the tide of Communism in Latin America. Slowly, democratic reforms began occuring and gaining momentum." Publisher 9780692613719 Student Big Book Editorial Change 278 The End of the Soviet Empire edit phrase, "He began trying to reconcile with nations" Publisher 9780692613719 Student Big Book Editorial Change 278 The End of the Soviet Empire Slight edit to sentence: Change "military" and "boosting" to "Building up American forces and developing the economy allowed him to intimidate the Soviet government, which was running out of money." Publisher 9780692613719 Student Big Book Editorial Change 278 Ch8-1 Results of Soviet Communism Slight edits to paragraph. Change from old version: The collapse of the Soviet Union facilitated some Latin nations in climbing out of Communism. Whereas in the early 1980s, most Latin American nations were torn by civil war, by the year 2000, almost all had regained stability. Yet, because revolutionary socialism and anti-Western attitudes had preceded Soviet Communism, those attitudes did not vanish overnight, nor did the poverty and violence which had torn many countries apart. Many Latin nations had significant economic hurdles to conquer from decades of repelling foreign business, nationalizing industries and bringing them under state control, abolishing private property, and enacting price controls, wage laws, and expensive labor policies. Since many of these agenda items still appealed to Latin peasants and workers, the end of Communism did not mean the end of policies that hindered prosperity. Public services like healthcare and education did not suddenly reboot either. Without private companies or the free market, technology, goods, and know-how remained scarce for some time. In nations where business and industry were believed to foster inequality, there was little middle or upper class to rise into, and the difficulties of working class and peasant life continued To new Version: "The collapse of the Soviet Union facilitated some Latin nations’ abandoment of Communism. Whereas in the early 1980s, most Latin American nations were torn by civil war, by the year 2000, almost all had regained stability. Yet, because revolutionary socialism and anti-Western sentiment had preceded Soviet Communism, those attitudes did not vanish overnight, nor did the poverty and violence which had torn many countries apart. Many Latin nations had significant economic hurdles to conquer from decades of repelling foreign business, nationalizing industries and bringing them under state control, enacting price controls, wage laws, and expensive labor policies. Many still agreed with these policies, whether or not they had been part of Communist regimes. Without private companies or the free market, technology, goods, and know-how remained scarce for some time. Public services like healthcare and education could not suddenly reboot either. In nations where business and industry were believed to foster inequality, there was little middle or upper class to rise into, and the difficulties of working class and peasant life continued." Publisher 9780692613719 Student Big Book Editorial Change 280 Section Summary Edit sentence. Replace, "It was a complicated time" to "The Latino community in the U.S. diversified through immigration, and Latin America embarked on a path towards reform." Publisher 9780692613719 Student Big Book Editorial Change 282 Ch8-2 The Counterculture Turn "The Counterculture" Into a larger section heading Publisher 9780692613719 Student Big Book Editorial Change 282 Ch8-2 The Counterculture Delete "New York City, Chicago, and California" and replace with phrase, "They were often encouraged by sympathetic adults, especially in major metro areas…" 283 Ch8-2 The Counterculture Slight edit to sentence. Change from, "In fact, all around the world—Germany, England, France, Mexico—student activists took to the streets in large urban centers to protest their society and advocate revolution." and Change to, "In fact, all around the world—Germany, England, France, Mexico—student activists took to the streets in large urban centers to protest their societies and the attack of Communism in the Cold War." Public 9780692613719 Student Big Book Editorial Change Public 9780692613719 Student Big Book Editorial Change 284 Ch8-2 The Chicano Movement Text has been amended to change "largely originated from the university" to "gained momentum through the efforts of college-educated Mexican-American youth." Public 9780692613719 Student Big Book Editorial Change 284 Ch8-2 The Chicano Movement Text has deleted "resided in, but was untouched by, white American society" and changed to "was self-determining, especially on political, educational, and cultural matters." Publisher's Identification of Factual Errors and Editorial Changes Proclamation 2017 Identified By Component ISBN Item Type Product Type Correction Type Page Number Location within Text Description of Correction/Change 284 Inset- What is a Chicano/Chicana? Slight revision to text, "In the historical context of the 1960s, when the term “Chicano” began to be associated with an entire movement, the word carried with it a specific connotation of distinguishing Mexican-Americans from white, Anglo-Saxon heritage—culturally, linguistically, and sometimes geographically. One famous Mexican-American journalist, Ruben Salazar, defined “Chicano” as “a Mexican-American with a non-Anglo image of himself.” This implied a racial and cultural separation from mainstream American society—and sometimes antipathy towards it—which the founders of the Chicano movement often advocated… Publisher 9780692613719 Student Big Book Editorial Change Publisher 9780692613719 Student Big Book Editorial Change 284 Vocab- Chicano Movement Extend defintion of Chicano Movement to include nuanced attributes and the Spanish term: A Mexican-American pride movement that had its roots in the labor struggles of Mexican immigrants in the early twentieth century and gained momentum in the late 1960s; sometimes referred to as El Movimiento. Changed in glossary also. Public 9780692613719 Student Big Book Editorial Change 285 Alurista and MEChA Edit sentence. Delete "reconquista" and "proclaimed" to rewrite sentence as: "MEChA did not advocate seizing the land by force, as Pancho Villa and the Plan of San Diego had. Rather, it simply asserted that reclaiming the American Southwest was the destiny of mestizo people." Publisher 9780692613719 Student Big Book Editorial Change 286 Definition- Chicano Studies Add "Curriculum" to definition of Chicano Studies: "Curriculum concerned with the study of Chicanos…" Publisher 9780692613720 Student Big Book Editorial Change 286 Image Insert image of Aztlan flag, adopted by 1970s Chicanos Public 9780692613719 Student Big Book Editorial Change 290 Reies Lopez Tijerina Replace "reconquista" twice in narrative. Change to read, "He contributed much to the modern idea of reclaiming Aztlán as a Chicano homeland, even conducting an early attempt to do so… Dissatisifed, Tijerina attempted to establish an Indo-Mexican colony in 1966…" Publisher 9780692613719 Student Big Book Editorial Change 293 Political Reform Delete photo of Richard Nixon in margin Publisher 9780692613719 Student Big Book Editorial Change 300 Contemporary Issues Slight edit to sentence. Change "facing the community" to "facing the Latino community more generally" Publisher 9780692613719 Student Big Book Editorial Change 318 Curbing Unauthorized Immigration Slight edit to sentence. Change "are grateful for U.S. employment" to "are dependent on U.S. employment" Public 9780692613719 Student Big Book Editorial Change 325 9-2 Mexican-American War Edit sentence. Replace "reconquista" with "reclaimining those lands" so the sentence reads, "Many Mexicans at the time could not forgive their northern neighbor for waging what they viewed as a war of aggression, and supported reclaiming those lands." Big Book Editorial Change 9-2: The Mexican Revolution Slight edit to sentence. Change from, "were just some of the things which caused racial hostility to mount against Mexican-Americans in this time period. Many rose through segregation and terrible working conditions, hoping that the next generation after them would have an easier time." Change to read, "These were just some of the things which caused racial hostility to mount unjustly against Mexican-Americans in this time period. Many individuals rose through segregation and terrible working conditions, hoping that the next generation after them would have an easier time." Publisher 9780692613719 Student 326 Publisher's Identification of Factual Errors and Editorial Changes