Textbook analysis

To whom it may concern:

My name is Brian Flamand and I am writing this letter to advocate for the purchase of “World Explorer: The Ancient World” (2003 Pearson) for our social studies department.  After thoroughly reviewing this text and many others with some of my colleagues, we decided that this text was the best option for our students. This text provides many maps, pictures, and artwork that enrich and support the content described.  The style of writing is also a friendly narrative that is pleasant and relatively easy for students to read.  There are also clear headings to depict changes in topic, and highlighted key terms and people for easy reference.   Although I agree that students need to be challenged with their readings, we as a staff belief the main textbook should be an unintimidating resource that students feel welcome to return to.  Also, the Fry Readability Level of this book averages to be a 7^th grade reading level, which is exactly the grade we intend to use it with.  This text also seems to be culturally unbiased, as it equally explores all relevant religions that originated during the ancient era with politically correct language and tone.   

Another reason we should adopt this text is the fact that we are planning to revise the curriculum next year.  The wide range of pertinent historical topics coupled with an acute focus on themes and concepts will help guide our department and establish a high quality curriculum.  In addition, each chapter has “Questions to Explore” which could provide great framework for questions that will foster enduring understanding of concepts.  This will assist both our teachers and our students.  Also, each chapter has “Read Actively” prompts in the margins that encourage certain exercises before, during, and after readings.  These prompts advise students to preview, predict, visualize, ask questions, and make connections to their prior knowledge.  Most importantly, the many exercises the text provides not only allow for multiple methods of differentiated instruction, but also address many of the standards required by Common Core.

Although myself and my colleagues agree that there is no perfect textbook, this text will provide great framework for curriculum and differentiated instruction.  Where this text lacks, is where we as teachers will have to supplement content and readings for our students.  This text specifically lacks examples of primary sources and it does not include opinionated historical arguments.  It does cover the main origins of modern history such as Mesopotamia, Ancient Egypt, Ancient India, Ancient China, Ancient Greece, and Ancient Rome, but its connections between each of these ancient worlds are weak and they need to be elaborated.  Another aspect that should be addressed is the role of economics and trade in each region and their global significance.  Therefore, in order to cover these voids, teachers will be required and encouraged to supply students with alternative texts for students to examine.  This in turn creates a great opportunity for the students to learn important research skills as well.  Providing such alternative texts to the students will also allow for teachers to get creative with readings, challenge students further, and deliver a balanced diet of reading which will also enhance every student’s learning experience. 

Therefore, although this text may have shortcomings, it contains all or most of the pertinent information we as a department deem necessary for students to learn.  These shortcomings also provide opportunities for differentiated instruction through different types of skill development and alternative readings that will support the main concepts dictated by the text.  I truly hope you consider our recommendation for this text, because with it we as a team firmly believe that we will be able to sincerely deliver a high degree of instruction for our students.