Flipping the Narrative: Using AI to Produce Less Biased Textbooks

AI Could Likely Write a Less Biased Text

TLDR

A lot has been written about “bias” in AI models, but other tools that students use to learn, especially textbooks, are also biased. As detailed in this blog post, I asked GeminiPro 2.5 (Experimental) to review a common history textbook for bias and suggest revisions. It did a great job, identifying many instances of bias across two chapters and suggesting critical revisions. Are we ready to have our own textbooks and materials reviewed for bias? Are we ready to have ourselves reviewed for bias? And why can’t we simply set-up an AI agent to check any AI output for bias as we define it?

Discourse surrounding generative AI has rightly raised concerns about embedded bias in large language models. However, this critique, while valid, often overlooks a critical comparative point: bias is not unique to AI. Textbooks, curriculum guides, instructors, and even pedagogical frameworks all reflect the assumptions, perspectives, and limitations of their human creators.

Students are going to (hopefully) learn from somewhere, so the question becomes how to reduce bias in the sources they learn from.

Drawing from personal experimentation and ongoing work in the field of AI pluralism, I suggest that generative AI—when thoughtfully designed and responsibly deployed, and appropriately prompted —offers the potential to advance instructional equity in ways traditional materials cannot. Unlike human actors or entrenched publishing institutions, an AI model does not resist revision, nor does it mobilize in defense of its original ideological stance, even going so far as to launch an entire political campaign by challenging efforts to reduce bias in society.

This flexibility opens the door for algorithmic systems that can be fine-tuned or trained explicitly to surface, interrogate, and revise biased narratives—particularly in historically contested subjects such as history, civics, and social science.

One recent experiment highlights this potential. I selected two chapters from a widely-used history textbook and submitted them to a large language model (in this case, Google’s Gemini), asking it to identify possible instances of bias.

The model was able to highlight linguistic framing choices, omissions of key perspectives, and subtle ideological leanings. More importantly, it suggested revised language and alternative images that could provide a more balanced and inclusive representation. This kind of rapid, scalable content auditing could revolutionize curriculum design and revision processes.

It did all this in seconds.

These observations raise deeper questions about the political economy of education. If generative AI can identify and reduce bias at scale, it could lessen the dependence of schools on legacy publishers whose products often reflect outdated or exclusionary frameworks. Instead, schools could adopt a more dynamic, localized, and student-responsive approach to curriculum development—potentially democratizing the production of educational content. Combined with AI pluralism—wherein a range of diverse, value-informed models are consulted to represent multiple worldviews—this paradigm could foster a more epistemologically plural and critically engaging learning environment.

Of course, it raises many challenges. Do we actually want to reduce bias, or do we just want to keep using our current textbooks, current instructional materials and assessments based on such texts, and our current (often standardized) tests? Do we want to deal with the political fallout (in the US) of taking action to reduce bias? As noted, educational efforts to reduce bias that are in any way seen as reducing the advantages white people, especially white men, in the US have could result in financial and legal retaliation by the current administration.

And how do educators feel about this? Are they willing to share any instructional materials they produce or share with students and encourage them to send them through frontier LLMs to unearth bias (and factual errors)?

So, do we actually want to reduce bias, or do we just want to talk about it?

If we want, AI can help us a lot.

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My prompt (21-44 contained chapter 1):

Based on the review of pages 21-44 of the provided U.S. History textbook ("us-history.pdf"), here is an assessment regarding historical inaccuracies and instances of bias:

Historical Inaccuracies:

• No significant historical inaccuracies were identified in the reviewed page range (21-44). The text covers the pre-Columbian Americas, European societies before contact, West African societies, early exploration, and the beginnings of the Atlantic slave trade in a manner consistent with standard historical understanding for an introductory text. It acknowledges complexities such as the Beringia migration theory versus Native origin stories and the nature of different forms of slavery.

Instances of Potential Bias:

While the textbook aims for a balanced approach, as stated in its preface, certain perspectives or framings common in historical texts could be interpreted as potential bias:

1. Eurocentrism: The narrative structure common in U.S. history texts often centers the European arrival as the main catalyst for change in the Americas. The introduction frames globalization through the lens of Western European discovery and primarily discusses European motivations for exploration. Though sections are dedicated to pre-contact American and African societies, the overall arc emphasizes the European impact.

2. Portrayal of Native Cultures:

   • The text describes complex Native civilizations like the Aztec, Maya, and Inca, including their achievements in mathematics, architecture, and social organization.

   • It also includes descriptions of practices like human sacrifice among the Aztecs and Incas. While historically documented, focusing on such practices can sometimes contribute to stereotypical or negative portrayals if not carefully contextualized within the broader culture.

   • The text quotes historical European sources referring to Native peoples as "savages" (e.g., Jefferson ), reflecting the perspective of the time, but requiring careful reading to understand it's a reflection of historical bias, not the textbook's stance. The preface indicates efforts were made to use authentic language and remove myths.

3. Framing of Slavery:

   • The text correctly distinguishes the race-based, chattel slavery that developed in the Americas from earlier forms of bondage in Africa and Europe.

   • It details the economic drivers behind the expansion of the slave trade, particularly the demand for labor on sugar and cotton plantations.

   • The rationale provided for why Africans became the primary source of enslaved labor (identifiable skin color, agricultural skills, availability via existing trade routes ) accurately reflects historical factors but focuses heavily on the economic utility to Europeans. While brutality is mentioned elsewhere, this specific framing might underemphasize the violent coercion and dehumanization inherent in the system from the start.

In summary, pages 21-44 provide a generally standard historical overview for an introductory text, with no major factual inaccuracies detected. Potential biases are largely structural (Eurocentric framing) or related to the careful balancing act required when discussing sensitive historical topics like cultural practices or the origins of racial slavery within the constraints of a textbook format.

Sources and related content

Prompt: Can you do the same for pages 45-70? (Chapter 2)

Show thinking

Okay, I've reviewed pages 45-70 of the U.S. History textbook. Here's an analysis of potential historical inaccuracies and instances of bias in this section:

Historical Inaccuracies:

• Across pages 45-70, no significant historical inaccuracies were identified. The content covers the early period of European exploration and colonization of the Americas (Portuguese, Spanish, French, and Dutch), the Protestant Reformation's impact, and the beginnings of the Columbian Exchange and Atlantic slavery. The descriptions of key events like the Spanish conquests of the Aztec and Inca empires, the motivations for exploration, the nature of colonial labor systems (encomienda, indentured servitude, early African slavery), and the items exchanged across the Atlantic are consistent with standard historical scholarship for an introductory text.

Instances of Potential Bias:

Similar to the previous section, potential biases in this range are generally related to perspective, emphasis, and traditional historical framing rather than overt factual misrepresentation:

1. Eurocentric Framing:

   • The chapter title "Early Globalization: The Atlantic World, 1492–1650" and the narrative focus predominantly on European actions as the driving force of change. Phrases like Columbus's "discovery" inaugurating a new era (page 46) reflect this perspective. While Native American societies and African origins of enslaved people are discussed, the overarching narrative is driven by European exploration, conquest, and colonization.

   • The use of terms like "New World" (e.g., page 47, 51) is inherently Eurocentric, though common in texts discussing this period.

2. The "Black Legend" Discussion:

   • The textbook introduces the concept of the "Black Legend" (page 50), which refers to the anti-Spanish propaganda detailing their atrocities in the New World. The text acknowledges Spanish brutality but also notes that it was sometimes emphasized by Spain's rivals (who also committed their own abuses) and suggests that "all European colonizers shared a common disregard for Indians." This is an attempt at a nuanced perspective but can be interpreted in different ways. Some might feel it dilutes the specific nature of Spanish colonialism, while others see it as appropriately contextualizing European actions more broadly.

3. Narrative of Conquest and Disease:

   • The accounts of the Spanish conquests (e.g., Cortés and Pizarro, pages 48-49) detail the military actions and the devastating role of European diseases like smallpox. While accurate, the focus is often on the success of European endeavors, with Native resistance sometimes portrayed as ultimately futile against superior technology and disease. The text does mention ongoing Inca resistance and conflicts between colonists and Native groups, but European actions often frame the main narrative.

4. Economic Explanations for Slavery:

   • The transition to African slavery (page 64) is explained primarily through economic factors: the decimation of Native populations by disease, the temporary nature of indentured servitude, and the high demand for labor on plantations, especially for sugar cultivation. While these economic drivers were critical, an emphasis primarily on them can sometimes downplay the concurrent development and entrenchment of racial ideologies that justified and perpetuated chattel slavery. The text does state that slavery became linked to race and was inheritable.

5. Religious Conversion:

   • The descriptions of European missionary efforts (e.g., Franciscans in Spanish colonies, page 53; Jesuits in New France, page 59) detail their methods and interactions. While the text notes different approaches (e.g., Jesuits learning languages vs. more forceful Spanish methods) and mentions religious syncretism, the narrative of religious conversion is presented as a significant component of the European colonial project, which inherently involved cultural change imposed upon Indigenous populations.

In conclusion, pages 45-70 offer a historically standard account of early colonization and the Atlantic World. The potential biases identified are common to many historical texts covering this era and relate more to the framing and emphasis within the narrative than to factual errors. The textbook does make efforts to present complexities, such as the varying relationships between different European powers and Native American groups.

Prompt: What additional perspectives might you include if you were to rewerite these first two chapters?

Show thinking

If I were to rewrite the first two chapters of the U.S. History textbook, focusing on pages 21-70, I would aim to incorporate additional perspectives to offer a more multifaceted and nuanced understanding of the period. Here are some key perspectives I would seek to emphasize:

1. Deepening Indigenous Narratives and Agency:

• Beyond Pre-Contact Snapshots: While the text describes various Indigenous societies, I would integrate more of their own historical narratives, origin stories (alongside scientific theories like Beringia), and interpretations of their history prior to 1492. This includes emphasizing their own systems of diplomacy, trade networks, and internal societal dynamics.

• Active Role in Encounters: Instead of portraying Indigenous peoples primarily as reacting to European arrival, I would further highlight their agency – the diverse ways different nations and groups strategized, formed alliances (with Europeans and other Indigenous groups), engaged in diplomacy, resisted, adapted, and negotiated the terms of interaction. For example, the text mentions French alliances with the Huron; this could be expanded to explore Huron motivations and perspectives on that alliance.

• Worldviews and Land Ethos: Expand on Indigenous worldviews, spiritual beliefs, and concepts of land ownership and stewardship, contrasting them more explicitly with European views. This helps explain the fundamental misunderstandings and conflicts that arose. For instance, the concept of "selling" land was alien to many Indigenous cultures.

• Impact from Indigenous Viewpoints: While the devastating impact of disease and conquest is noted, I would include more on the long-term cultural, social, and political trauma from Indigenous perspectives, as well as stories of resilience, cultural persistence, and the continuation of their histories.

2. Expanding African Perspectives and Experiences:

• Pre-Colonial African Complexity: While Chapter 1 discusses West African empires, I would further emphasize the diversity and internal developments of various African societies before the intensification of the transatlantic slave trade, moving beyond a narrative that primarily sees Africa as a source of enslaved labor.

• Agency within the Slave Trade: Explore the complex roles of different African states and individuals in relation to the burgeoning slave trade – including resistance to it, how some were co-opted or forced into participation, and the internal African impact of the trade.

• Early Experiences of the Enslaved: When discussing the beginnings of African slavery in the Americas (Chapter 2), I would strive to incorporate more about the identities of the first Africans brought to the Americas (their diverse ethnic and cultural backgrounds), their experiences during the Middle Passage (beyond a brief mention), and their immediate efforts to form communities, preserve cultural practices, and resist enslavement.

3. Broadening European "Subaltern" and Dissenting Voices:

• Experiences of Common Europeans: The narrative often focuses on explorers, monarchs, and religious leaders. I would include more about the perspectives and motivations of ordinary European sailors, soldiers, indentured servants, and impoverished migrants. Their experiences of the "New World" and their roles in colonization were often vastly different from those of the elite.

• Early European Critiques: Beyond prominent figures like Bartolomé de las Casas, I would seek out and include other contemporary European voices that may have questioned or criticized aspects of colonization, the treatment of Indigenous peoples, or the burgeoning slave trade.

4. Integrating Environmental History More Deeply:

• Transforming Landscapes: The Columbian Exchange section is good, but I would expand the environmental history aspect. This includes the profound ecological changes wrought by the introduction of European agricultural practices, deforestation, mining, and the impact of introduced species on native ecosystems, viewed from both European and Indigenous perspectives.

• Indigenous Ecological Knowledge: Highlight the sophisticated land management practices and ecological knowledge Indigenous peoples possessed and how these were often disregarded or destroyed.

5. Enhancing Gender Perspectives:

• Impact of Colonization on Gender Roles: While matriarchal elements in some Indigenous societies are mentioned, I would delve deeper into how colonization specifically impacted the roles, status, and power of Indigenous women. Similarly, explore the experiences of European and African women in the early colonial settings, as their lives and contributions often differed significantly from men's.

• Gender in Cross-Cultural Interactions: Examine how differing gender norms between European, Indigenous, and African societies influenced interactions, misunderstandings, and relationships.

6. Nuancing Comparative Colonization:

• Internal Diversity of Colonial Powers: While the text contrasts Spanish, French, and Dutch approaches, I would add nuance by showing that policies and practices often varied significantly within each colonial empire depending on the specific region, the individual actors involved, and the responses of local Indigenous populations.

• Specific Inter-Group Dynamics: Emphasize that interactions were not monolithic (e.g., "Europeans and Natives") but involved specific European groups (English, Spanish, French Jesuits, Dutch traders) interacting with specific Indigenous nations (e.g., Powhatan, Haudenosaunee, Aztec), each with their own histories and agendas.

7. Explicitly Addressing Foundational Concepts and Language:

• Deconstructing Terminology: More explicitly discuss and problematize Eurocentric terms like "discovery," "New World," and "wilderness" throughout the narrative by presenting Indigenous counter-narratives or pointing out the assumptions embedded in such language.

• Challenging Persistent Myths: Actively counter enduring myths, such as the idea of a sparsely populated or "untamed" North American continent before European arrival, by further emphasizing the extent and complexity of Indigenous societies and land use.

By weaving these additional perspectives throughout the first two chapters, the aim would be to create a more inclusive, complex, and critical understanding of this pivotal period in U.S. and world history.

Prompt: Can you give an example of an indigenous counter-narrative that you could place in the text, even as an offset?

Show thinking

Okay, here's an example of an Indigenous counter-narrative that could be placed as an offset text box, perhaps alongside the discussion of Columbus's arrival or the concept of the "New World" in Chapter 2 (around pages 46-47 of the provided text):

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Offset Box Example: A Different Understanding of "Discovery"

While European accounts of the late 15th and early 16th centuries frequently speak of discovering a "New World," it's crucial to understand that for the millions of Indigenous peoples already inhabiting these lands, there was no "discovery." Their ancestors had lived across the Americas for thousands of years, developing complex societies, diverse cultures, sophisticated knowledge systems, and profound spiritual connections to the land.

A Seneca (Haudenosaunee) teaching, for example, might emphasize that their people were given life in their homeland by the Creator and have been its stewards since time immemorial. From such a perspective, the arrival of Europeans was not the beginning of history, but rather a profound interruption and a challenging new chapter in an already ancient story.

Instead of an empty wilderness awaiting discovery, Europeans encountered a continent vibrant with established nations, trade routes, agricultural systems, and distinct languages and traditions. To these original inhabitants, the newcomers were the ones who were "new," arriving uninvited into a world that was already ancient, well-known, and sacred to those who called it home. Recognizing this counter-narrative helps in understanding the subsequent centuries of interaction, conflict, and resilience from a more complete perspective.

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Reasoning for this example:

• Addresses "Discovery": It directly confronts the Eurocentric concept of "discovery."

• Highlights Prior Existence: It emphasizes the long history, complexity, and established nature of Indigenous societies before European contact.

• Incorporates a Specific (though generalized) Indigenous Element: Referencing a Seneca/Haudenosaunee teaching (even broadly) lends a touch of specificity, while the overall message resonates with many Indigenous perspectives. (In a real textbook, one might use a specific, sourced quote or oral tradition excerpt with permission).

• Emphasizes Stewardship: It touches upon the Indigenous concept of being stewards of the land, contrasting with European ideas of ownership and exploitation that would soon follow.

• Re-frames Arrival: It casts the arrival of Europeans as an "interruption" or "invasion" from an Indigenous viewpoint, rather than the beginning of history for the continent.

• Educational Tone: It maintains an educational tone suitable for a textbook, explaining why this counter-narrative is important for a fuller understanding.

This type of offset would encourage students to think critically about the language used in historical accounts and to consider events from multiple viewpoints.

Prompt: How might you completely rewrite chapter 1 to reduce the bias?

Show thinking

To rewrite Chapter 1 ("The Americas, Europe, and Africa Before 1492," pages 21-44) of the provided U.S. History textbook to reduce bias, particularly Eurocentrism, the focus would shift to presenting the histories of these three regions with more equitable emphasis on their intrinsic developments and complexities, rather than primarily framing them in anticipation of European arrival and trans-Atlantic encounters.

Here's a potential approach:

Revised Chapter Title and Framing:

• Proposed Title: "Worlds Before Collision: Distinct Histories of the Americas, Africa, and Europe to 1492" or "Societies of Three Continents: Independent Trajectories Before Transatlantic Encounter."

• Introduction: The introduction would set a tone of exploring multiple, equally valid historical narratives. It would state that the chapter aims to understand the distinct societal structures, cultures, and internal dynamics of each region on its own terms before they entered into sustained, and often unequal, contact. It would explicitly avoid language that pre-supposes European arrival as the primary catalyst for "history" in the Americas or Africa.

Section-by-Section Reimagining:

1. The Americas: Ancient Roots and Diverse Civilizations * (Was 1.1 The Americas): This section would be significantly expanded and reoriented.

* Lead with Indigenous Cosmologies: Begin by acknowledging and presenting examples of Indigenous creation stories and oral traditions about their origins in the Americas, placing them alongside archaeological and anthropological theories like the Bering Land Bridge theory, rather than treating the latter as solely definitive. This respects Indigenous epistemologies.

* Emphasis on Indigenous Agency and Interconnectedness: * Detail the sophistication of various civilizations (Olmec, Maya, Aztec, Inca, Mississippian cultures like Cahokia, Pueblo cultures, etc.) focusing on their governance, scientific advancements (e.g., Mayan mathematics, astronomy, calendars), agricultural innovations, complex trade networks spanning vast distances, and diverse philosophical and spiritual systems. * Instead of just describing these societies, explore their internal histories, periods of growth and change, inter-societal diplomacy, alliances, and conflicts before 1492. This demonstrates a continent alive with its own "international relations" and historical momentum. * Showcase the environmental stewardship and deep ecological knowledge embedded in many Indigenous cultures.

* Language: Use precise names for Indigenous nations and groups. Avoid terms that imply passivity or a lack of development. Highlight continuity and resilience.

2. Africa: Kingdoms, Trade, and Cultural Wealth * (Was 1.3 West Africa and the Role of Slavery - reordered and reframed): This section would be presented before Europe to disrupt the common narrative flow that positions Africa primarily as a source for labor in a European-dominated world.

* Focus on African Civilizations: Detail the history and achievements of various African states and societies (e.g., Ghana, Mali, Songhai, Great Zimbabwe, Swahili city-states, Kingdom of Kongo) beyond just West Africa if scope allows, emphasizing their political structures, economic systems (including trans-Saharan trade in gold, salt, and other goods), centers of learning (like Timbuktu), artistic traditions, and diverse cultural practices.

* Contextualizing Labor and Social Structures: * Discuss various forms of labor, servitude, and social hierarchy within African societies independently of European contact. This includes acknowledging that forms of slavery existed but carefully distinguishing them from the later racialized, chattel slavery of the transatlantic system. The goal is to present African societies in their full complexity, not to downplay or justify the later horrors of the transatlantic trade, but to show they had their own established, diverse systems before its intensification by Europeans. * The text's current approach of distinguishing types of slavery (page 38-40) is a good starting point, but the overall section would be broadened to not have "slavery" as its primary lens for viewing pre-colonial Africa.

* Intercontinental Connections (Pre-Europe): Highlight Africa's long-standing connections with the Mediterranean world, the Middle East, and Asia through trade and cultural exchange.

3. Europe: Transformation and Expansionist Ambitions * (Was 1.2 Europe on the Brink of Change): This section would be placed last among the regional surveys. * Internal Dynamics and Changes: Cover the key developments (feudalism, the role of the Church, the Black Death, the Renaissance, the beginnings of nation-state formation, maritime advancements).

* Critically Examine "Motives for Exploration": * Unpack the "God, Gold, Glory" motivations more critically. "God" involved often forceful religious conversion and the denigration of other faiths. "Gold" represented resource extraction and the exploitation of new lands and peoples. "Glory" was often tied to conquest and imperial dominance. * Discuss the economic pressures and opportunities (e.g., desire for direct trade routes to Asia, mercantilist ideas) driving exploration.

* Acknowledging European Diversity: Briefly touch upon the internal diversity, conflicts, and social hierarchies within Europe itself (e.g., peasant life, serfdom, religious minorities, nascent merchant class vs. aristocracy).

Concluding Section: Worlds on the Eve of Profound Change

• This new concluding part of the chapter would briefly summarize the dynamism and distinct characteristics of each region.

• It would then set the stage for the ensuing chapters by noting that the voyages of the late 15th century did not represent a "discovery" of unknown lands by one group, but rather the beginning of a sustained, often violent, and transformative interaction between previously largely separated major human societies, the consequences of which would reshape the entire globe.

• It would emphasize that this "collision" was not one of equals, and the power dynamics that emerged would have lasting and often devastating impacts, particularly on the peoples of the Americas and Africa.

Cross-Cutting Changes to Reduce Bias:

• Language: Scrutinize every sentence for Eurocentric assumptions. Replace loaded terms like "discovery," "New World," or phrases that imply European superiority or Indigenous/African passivity.

• Source Diversity: Wherever possible, incorporate Indigenous and African perspectives through oral traditions, archaeological findings interpreted through non-European lenses, and early accounts from non-European observers (if available). Acknowledge the limitations and biases inherent in European-authored primary sources.

• Visuals: Ensure maps, illustrations, and photographs are chosen to reflect the agency and perspectives of all groups, not just Europeans. For example, include Indigenous maps or art depicting their view of the cosmos or territory.

• Narrative Balance: Strive for a more equitable distribution of space and depth of discussion for each region, avoiding the common pitfall of American and African histories only becoming "relevant" when Europeans enter their narratives.

By adopting such a framework, Chapter 1 could offer a more balanced, respectful, and historically accurate foundation for understanding the complex interactions that followed 1492.

Prompt: Can you produce some new visu8als -- Visuals: Ensure maps, illustrations, and photographs are chosen to reflect the agency and perspectives of all groups, not just Europeans. For example, include Indigenous maps or art depicting their view of the cosmos or territory.

Show thinking

I understand you're looking for examples of new visuals that would reflect the agency and perspectives of Indigenous and African peoples for the first two chapters of the textbook. While I can't create images directly, I can describe the types of visuals that would be impactful and provide examples based on my search results.

Here are some categories and specific examples of visuals that could be incorporated:

For Chapter 1: The Americas, Europe, and Africa Before 1492

• Indigenous Cartography and Cosmological Representations (Americas):

  • Type: Illustrations or photographs of surviving Indigenous maps, even if post-contact but showing pre-contact knowledge systems or worldviews. These could be rock art, drawings on hides, or early maps made in conjunction with Europeans but retaining Indigenous spatial concepts. Also, artwork depicting cosmological views (e.g., multi-layered universes, sacred directions).

  • Why it reduces bias: Shows that Indigenous peoples had their own sophisticated ways of understanding and representing their world, their territories, and the cosmos, independent of European cartography. It centers their intellectual traditions.

  • Examples found:

    • The search results mention that pre-contact evidence is slender but includes "rock art and man-made structures such as mounds, representing mainly celestial and cosmographical subjects" (Source: 4 · Maps, Mapmaking, and Map Use by Native North Americans - The University of Chicago Press). A visual could be a photograph of such a petroglyph with an explanation of its potential meaning.

    • The Frontispiece of the Codex Mendoza (c. 1541) shows the founding of Tenochtitlan, organized to mirror the Aztec understanding of the universe divided into four parts aligned with cardinal directions. This image, though post-conquest, was created by Indigenous artists and reflects pre-Hispanic concepts. (Source: Aztec Mendoza Resource Set | CDE - Colorado Department of Education, Codex Mendoza, Foundation of Tenochtitlan - VistasGallery, Frontispiece of the Codex Mendoza (article) - Khan Academy)

    • Mississippian cave art depicting a layered cosmology with spirits and transformative figures. (Source: Prehistoric Paintings Reveal Native Americans' Cosmology - AIP.ORG)

• Representations of Indigenous Technology and Daily Life (Americas):

  • Type: Detailed illustrations or photographs of artifacts demonstrating advanced technology (e.g., Mayan calendar system, agricultural tools adapted to specific environments, complex weaving, pottery with symbolic designs). Images of reconstructed villages or archaeological sites showing sophisticated architecture and urban planning.

  • Why it reduces bias: Counters any implicit notion of "primitive" societies by showcasing ingenuity, adaptation, and complex social organization.

  • Example found:

    • A clear, detailed photograph of an Inca quipu. The Brooklyn Museum has an example, and explanations of how they were used for record-keeping (administrative and potentially narrative) demonstrate a complex, non-written information system. (Source: Quipu - Brooklyn Museum, Quipu - Wikipedia)

• Artwork and Architecture from African Civilizations (Africa):

  • Type: Photographs of sculptures (e.g., Nok terracottas, Benin bronzes, Ife heads), architectural marvels (e.g., Great Zimbabwe, mosques of Timbuktu), and crafts (textiles, goldwork) that depict rulers, deities, court life, and cultural values.

  • Why it reduces bias: Highlights the rich artistic traditions and complex societal structures of African kingdoms and states before extensive European contact and the transatlantic slave trade, countering a narrative that might overly focus on Africa as only a source of enslaved people.

  • Examples found:

    • Nok terracotta sculptures: These early Iron Age sculptures from Nigeria show a sophisticated artistic tradition. (Though the search results were primarily shopping links, the existence of Nok art is well-established.)

    • Benin Bronzes: Plaques and sculptures depicting the Oba (king), court life, warriors, and historical events. These brass and bronze castings show immense technical skill and a rich historical narrative tradition. (Source: Benin Bronzes - Wikipedia, Benin Bronzes | History, Art, British Museum, Controversy, Restitution, & Facts | Britannica, COURT ART OF BENIN - Pitt Rivers Museum)

    • Great Zimbabwe: Photographs of the stone enclosures, particularly the Great Enclosure and the Hill Complex, showcasing advanced engineering and architectural design. (Source: Design and Social Influence of the Great Zimbabwe Ruins - Scientific Research Publishing, Great Zimbabwe National Monument - UNESCO World Heritage Centre, Great Zimbabwe (11th–15th Century) - The Metropolitan Museum of Art)

    • Depiction of Mansa Musa: The image of Mansa Musa from the Catalan Atlas (1375) shows the wealthy emperor of Mali holding a golden orb. This illustrates the power and riches of West African empires and their connection to global trade networks before the later focus on the slave trade. (Source: Abraham Cresques (?). Atlas of Maritime Charts (The Catalan Atlas) - Caravans of Gold, Fragments in Time, File:Mansa Musa.jpg - Wikipedia)

For Chapter 2: Early Globalization: The Atlantic World, 1492–1650

• Indigenous Depictions of Early Encounters (If available and verifiable):

  • Type: While rare, any surviving artwork or symbolic representations made by Indigenous peoples that depict Europeans, their ships, or the early interactions. These would be invaluable. Often, such perspectives are recorded in later codices or oral traditions that could be visually represented through commissioned illustrations based on that historical understanding.

  • Why it reduces bias: Offers a "reverse gaze," showing how Indigenous peoples perceived and interpreted the newcomers, rather than solely relying on European depictions of Indigenous peoples.

  • Example found: The search for "Indigenous pre-Columbian maps North America examples" mentioned "maps made at the time of first contact with explorers...for a variety of exploratory, economic, and political negotiations." While these are often maps, the imagery or annotations (if translated/explained) could offer insights. (Source: 4 · Maps, Mapmaking, and Map Use by Native North Americans - The University of Chicago Press)

• Visuals of Syncretism and Resistance:

  • Type: Images showing the blending of Indigenous or African religious or cultural practices with European ones (e.g., early Christian art in the Americas or Africa that incorporates local symbols or artistic styles). Also, visuals that can represent acts of resistance, whether overt or subtle (e.g., enslaved peoples continuing cultural traditions, Indigenous communities maintaining spiritual sites).

  • Why it reduces bias: Shows that Indigenous and African peoples were not passive recipients of European culture but actively negotiated, adapted, and resisted cultural imposition.

  • Example (Implied): The discussion of the Codex Mendoza shows Indigenous artistic styles being used to convey information to Europeans, an act of cultural negotiation and representation. (Source: Aztec Mendoza Resource Set | CDE - Colorado Department of Education)

• Maps showing the "Columbian Exchange" from a multi-centric perspective:

  • Type: Instead of arrows just emanating from Europe, maps that clearly show the origin points of various plants, animals, and diseases in all participating regions, perhaps with Indigenous names for key plants where known.

  • Why it reduces bias: Visually balances the narrative of exchange, highlighting that the Americas and Africa were also sources of significant biological and cultural contributions to the world, not just recipients.

When selecting or commissioning visuals, it would be crucial to:

• Ensure accurate captioning that explains the cultural context, origin, and significance of the visual from the perspective of the people who created or are represented in it.

• Whenever possible, consult with scholars and community members from the respective Indigenous or African cultures to ensure respectful and accurate representation.

By incorporating such visuals, the textbook can more effectively convey the richness, complexity, and agency of all societies involved in this period of history.