The Politics of Censorship at Exeter

Phillips_Exeter_Academy_buildingCommentary, by Michael Rubin, Jan. 29, 2016:

Exeter Academy is one of the most elite college preparatory schools in the United States. Recently Exeter alum and teachers on campus banded together to try (successfully, it seems) to dis-invite former Congressman and radio talk show host and commentator Fred Grandy, an Exeter alum, from teaching a senior seminar on “Politics in Media.” The Exonian explained:

Actor turned politician, Grandy gave a well-received assembly in September, after which he worked with Director of Studies Brooks Moriarty and Institutional Advancement to create a club, structured as a seminar open only to seniors by application, as an opportunity for students to explore the relationship between politics and media. Moriarty will advise the club, which will meet six times over the course of the presidential primary season this winter term. Participation in the seminar is entirely voluntary and there is no credit earned by the students. However, since the club’s conception, faculty and students have raised concerns about Grandy’s commentary on his radio show and his affiliation with the Center for Security Policy, a right-wing think tank run by Frank Gaffney, following his resulting resignation from WMAL.

Now, I neither always agree with Frank Gaffney nor the Center for Security Policy, though they are an important pole of the debate one that if disagreed with should be refuted rather than censored. (Full disclosure: I have spoken at Center for Security Policy events before, and I agree with their skepticism of both the Iran deal and the direction of Turkey. I have also spoken at events sponsored by think tanks and universities that lean far more to the left on many of the same issues). And no one can doubt that a former congressman and radio host is well positioned to talk about the confluence of politics and media.
The Exonian highlighted complaints by some alumni and teachers which took issue with the Center for Security Policy’s positions, but to prioritize affiliation over personal writing both chills debate and is based on a false assumption that think tanks on either the left or right are homogeneous in opinion. Through self-selection, many think tanks lean more toward one side or another, but many Washington think tanks probably encompass more ideological diversity than the faculty of an average liberal arts college. And, even when they do not, the think-tank community appears more open to debating real ideological opponents than university or prep school colleagues who too often simply host self-affirming “teach-ins.”

At any rate, what caught my eye in The Exonian piece was this:

Head of the MLK Day Committee and English instructor Mercy Carbonell expressed her discomfort and disappointment with the school’s apparent endorsement of Grandy’s views on Islam. “I sat in the Assembly [on anti-Muslim sentiment] and listened to us respond to the national hate rhetoric, the Islamophobic language that is in the presidential race, that is in the newspapers I still pick up and read in ink. How will we explain that we chose to side with Islamophobia?”

Let’s put aside the fact that Grandy is neither speaking nor teaching about Islam. Carbonell added, perhaps as an attempt to suggest high-mindedness that, according to The Exonian:

“There is always a benefit in bringing together people who may share differing opinions.” However, she believed that “If it is a conservative voice we want to teach this course, there are plenty of decent, serious, non-inflammatory, likely-more-qualified alums we could choose.”

What is especially telling is that, about a decade ago, Carbonell published a comment in the New York Times expressing her disappointment in the 2006 elections. Here’s what she had to say:

When will PA or any state for that matter get a candidate who is beyond the realm of the “liberal” label? Does anyone in this unbelievably idiotic country have any radically left ideas anymore? The students I teach think Hillary Clinton is “left;” how completely misinformed they really are. There are no models and there may be no room in politics for the “left” in the America we have constructed today. And even when those models come along, they are portrayed as “freaks” rather that people who simply have an ideologically different perspective to propose. And then they are dismissed. Tragic!

How tolerant a person Carbonell must be to dismiss those who disagree with her as “unbelievably idiotic.” Elections and the will of the people must be so inconvenient in comparison to having a captive, even if “misinformed” class of students. Perhaps Exeter might want to remind Carbonell and her peers, though, of what irony is. One example might be complaining about the dismissal of those with divergent opinions, all the while trying to dismiss those with “an ideologically different perspective.” At the very least, Exeter might want to look at this current controversy to spark a real discussion of the value of free speech and thought in education, as well as the importance of challenging the ingrained assumptions of not only students but also faculty through broad, respectful debate.

Public School System Sued for Pushing Islamic Propaganda

High school / AP

High school / AP

Former Marine fought daughter’s high school for promoting Islam

Washington Free Beacon, by Morgan Chalfant, Jan. 28, 2016:

A public school system in Maryland is being sued for promoting Islam over other religions.

The lawsuit was filed in federal court Wednesday on behalf of a former Marine and his wife who fought back at their daughter’s high school for forcing students to complete assignments that endorsed Islam.

The Thomas More Law Center filed the civil rights complaint in the U.S. District Court for the District of Maryland, accusing leaders at the Charles County Public Schools of violating the plaintiffs’ constitutional rights.

John Kevin Wood, who served eight years in the Marine Corps, and his wife Melissa objected when they discovered that their daughter’s World History class at La Plata High School was circulating assignments that amounted to Islamic propaganda.

Their daughter and her fellow students were instructed to write out the Islamic creed “Shahada,” which says, “There is no god but Allah, and Muhammad is the messenger of Allah.” When recited by non-Muslims, the creed amounts to conversion to Islam.

Students were also required to memorize and recite the Five Pillars of Islam and were subjected to disparaging teachings about Christianity.

“Most Muslims’ faith is stronger than the average Christian,” one worksheet read.

The class also spent one day covering Christianity, while teachers devoted two weeks to instructing about Islam.

Upon learning of the lessons prioritizing Islam, Wood, who is Christian, contacted the school and demanded alternative assignments for his daughter. The school refused to allow his daughter to opt out of the assignments and threatened her with failing grades if they were not completed. She elected not to complete the worksheets.

The complaint filed Wednesday charges that the school discriminated against Wood’s daughter “by removing her from the academic environment of her World History class, relegating her to the student library, and issuing her failing grades on assignments because [she] refused to deny and insult her Christian beliefs.”

Following Wood’s complaints, the school principal also banned him from entering school grounds.

The lawsuit was filed against the Charles County Public Schools, the Board of Education, and the principal and vice principal of La Plata High School. It seeks a declaration from the defendants that they violated the plaintiffs’ constitutional rights, in addition to a temporary and permanent injunction barring them from promoting Islam over other religions and from banning Wood from school grounds.

In announcing the complaint, the president and chief counsel of the Thomas More Law Center warned that schools across the nation are forcing such “Islamic indoctrination.”

“Parents must be ever vigilant to the Islamic indoctrination of their children under the guise of teaching history and multiculturalism. This is happening in public schools across the country. And they must take action to stop it,” Richard Thompson, the law firm’s president, said in a statement.

Seeking Volunteers to Stop the Stealth Jihad in America: The Truth in Textbooks Project

DesktopCitizen Warrior, Jan. 16, 2016:

Truth in Textbooks (TNT), formerly known as Truth in Texas Textbooks (TTT) along with Textbook Alert are combining and joining ACT for America Education to form the most extensive teams of social studies textbook reviewers in the country. TNT is seeking volunteers to review social studies textbooks. Training classes will begin in April, July and Oct 2016. You can write to tnt@actforamerica.org to learn more about the details of the program.

The goal is to have a total of 300-500 volunteers fully trained by the end of this year. Upon completion of the specialized TNT training, graduates will be asked to donate 6 weeks a year to assist teachers, parents and concerned citizens with not just social studies textbook review but requested reviews of any supplemental material, videos and other instructional material submitted to TNT. A full report including clear documentation of any errors will be provided free of charge to the submitters of the material. TNT will also provide experts to assist in helping you work with schools, school boards and other educational entities to affect change.

The first class, 2016 A, made up of volunteers from 18 states is undergoing training and completes their training in late March for a review of textbooks in North Carolina. Recruitment, screening and selection for Class 2016 B is underway now and you can write totnt@actforamerica.org to express your interest in participating. You will receive more information and a survey to complete.

The examples below are only 4 of the 1500 errors found by the textbook reviewers so far. Of the 1500 findings, over 60% of the material was either removed or changed.

McGraw Hill, in their 2014 edition of their World History textbook submitted for Texas approval, said the following about the spread of Islam: “In the conquered territories of Asia and North Africa there were peaceful interactions among Muslim, Christian, and Jewish societies.”

Houghton Mifflin said the following in their 2014 World History textbook “Sharia law requires Muslim leaders to extend religious tolerance to Christians and Jews.”

In in the 2014 McGraw Hill World Geography textbook purposefully left out key elements to describe the 9/11 attacks as related to Islam, Islamic ideology, or the countries of the attackers with this rather simple statement: “Terrorism became a major concern of many Americans after September 11, 2001, when terrorists hijacked four passenger planes, crashing them into the World Trade Center, the Pentagon, and a Pennsylvania field. After such devastation, the United States launched a war on terrorism…”

Multiple publishers described our form of government as a “democracy,” not a constitutional republic.

Two executive summaries with many more examples can be found here.

Fifty concerned citizens ensured 5 million children in Texas will have more factually correct and less politically biased textbooks for the next 10 years. The summary of TTT findings can be found in this brochure.

Please join this national effort. Participating will help your state and your school district down the road as the publishers will peddle the same books to the educators in your state eventually. Trying to do this on a state by state basis is duplicating effort that doesn’t need to be done. Centralizing the training with a “rapid response” team of reviewers standing by, ready to respond, is a more efficient way to help our children. Please consider participating by writing to tnt@actforamerica.org to learn more.

Islamic School Projects

islamic_student_article_banner_1-3-16-1.sized-770x415xcPJ MEDIA, BY DAVID SOLWAY JANUARY 5, 2016:

The Islamization of America is proceeding at speed as the political and educational elites are desperately playing catch-up with Europe’s looming immigration and refugee disaster. We have just learned that Paul Ryan’s “House-passed omnibus [bill] will bring in nearly 300,000 Muslim migrants in the next 12 months alone, including roughly 170,000 who will be permanently resettled…” The political nomenklatura on both sides of the aisle are hastening the ruination of the country. As Roger Simon remarks, “Europe is in a double-bind situation that we are not.  As their domestic populations decline, they have to admit a substantial amount of Muslims to support their welfare states.  We do not need this.” However, there are no doubt electoral and fiscal considerations that would profit, on the one hand, the political fortunes of the Democrats (as well as “fundamentally transforming” America according to Obama’s sinister intentions), and on the other, the financial prospects of those involved in migrant resettlement programs and of employers seeking a low wage labor force.

The education establishment is no less complicit. Common Core, which has been enthusiastically embraced by both Brahmin and shudra, effectively mandates the study of Islam, which often takes precedence over the traditional focus on American and Western history. As columnist and author Edward Davenport reports for Freedom Outpost, “An astounding 32 pages of the World history textbook are devoted to Muslim cavitation. Students in two Texas schools–Cross Timbers intermediate and Kenneth Davis–will be required to learn Arabic…thanks to a 1.3 million grant from the Department of Education’s Foreign Language Assistantship program.” Much of American political and military history has been airbrushed out of the materials students are expected to master. Qatar has also been lavish in promoting Islamic propaganda at the expense of objective scholarship; indeed, Qatar Foundation International, directed by Islamic apologist Tariq Ramadan, funded the “One World Education” concept from which Common Core originated.

Davenport points out that “Title VI of the Higher Education Act has become a ‘magic carpet’ for Saudi influence over American schools. Title VI requires Middle East study centers receiving federal funding to engage in cultural-exchange programs with U.S. schools. Outreach coordinators, funded by the Saudis, then create lesson plans for American K-12 teachers.” Publishing giant Pearson Education, which advertises itself as designing “education products and services to institutions, governments and direct to individual learners” and certifies teachers, dominates a significant part of the Common Core industry. According to the Washington Times, Pearson is owned by the Libyan Investment Authority, which controls 26 million shares in the company. The Times concludes: “The $632 billion the federal government spends each year on public school ‘education’ is being wasted on violating the First Amendment, by the federal government instituting a religion through the teaching of Islam in public schools.” The Federal “Race to the Top” initiative, part and parcel of Common Core, has ensured the precipitous chute to the bottom.

What we are observing are the effects of a macropolitical strategy, reinforced not only by curricular structures and testing practices, but by the ostensibly innocent maneuvers that feature on the mirco-tier of educational procedures. The nexus between sectarian politics and partisan education is now firmly entrenched in the American cultural mindscape, and we can see how this plays out on the level of primary and high school “learning projects.” We have read accounts of elementary and high school students pledging allegiance in Arabic, observing Muslim holy days, being drilled in Islamic vocabulary, prayers and culture, being taught the five pillars of Islam and world history from an Islamic perspective, reciting the Shahada (“There is no God but Allah and Mohammed is the messenger of Allah”) and being taken on field trips to mosques (but not to churches, synagogues or Hindu temples).

A recent controversy illustrating this tendency involves high school students in Blaine, Minnesota, instructed to perform a song in their Christmas concert that includes the Arabic phrase Allahu Akbar, which CBS considerately explains in its report on the event “means God is Great.” No, not quite. As Carol Brown comments in American Thinker, it means “Allah is supreme. As in Islamic supremacy.” It is also the cry uttered by legions of jihadists as they commit their acts of terror, slaughtering innocents at will. But students, to the detriment of all of us, are not informed about the implications of the phrase.

Another such controversy involves a homework assignment in Arabic calligraphy given to students at Riverheads High School in Staunton, Virginia, in which they were required to copy out the Shahada. Parents objected and the school briefly closed down on the ridiculous pretext that such objections posed a “risk of harm.” Several articles have circulated dealing with the row, one of the most interesting by political commentator Rick Moran. While acknowledging that “whoever designed that lesson plan is clearly out of touch with the sentiments of parents and others in the community,” Moran’s summation of the episode conveniently skirts the critical issue. “[T]his a huge overreaction by parents,” he writes; “You can’t close your child off from the rest of the world simply because you have a different notion of God or politics.  That leads to kids who are half-educated and narrow-minded – hardly a recipe for success in life.”

Moran is right, but only up to a point—at which his argument falters and lapses into a kind of special pleading owing to what it leaves out of the equation. Certainly, students may with educational advantage transcribe the Shahada, but only if they are also directed to copy out another ayah from the Koran which reveals an equally crucial aspect of Islamic theology and balances the ledger. For example, passages from suras which command believers to kill Jews and Christians if they do not convert or pay the Jizya tax (Koran 8:12; 47:4), practice taqiyya, or lie to strengthen the faith (Koran 3:54; 9:3; 16:106; 40:28), follow the verse of the sword which enjoins the faithful to kill and be killed for Allah (Koran 9:5), or to kill apostates (Koran 2:217; 4:89), among innumerable other such bloody injunctions. The Shahada may be the doctrinal basis of the faith but it is not the essence of the faith, which is to be found in the Medinan Koran and the Hadith. Clearly, students are not being taught about the composition of the Koran, that is, its earlier Meccan and later Medinan components, nor about the principle of nasikh, or abrogation, in which a later, often violent passage supersedes an earlier one. Probably none have a clue about the Hadith—and neither, I suspect, do their teachers.

I can see no objection to learning about Islam if students are given the full story, which is far more complex and troubling than they are led to believe. At this stage in the educational burlesque that is being enacted, truth, honesty and genuine scholarship are plainly contra-indicated when treating the historical category of the program (as is the case across the board). And the reason for this is evident. Truth, honesty and genuine scholarship would provide a Common Cure for Common Core.

But government officials and school administrators, typically men and women without spines, moral convictions, historical awareness and general intelligence, are committed to advancing the syndrome until it can no longer be reversed. It is perhaps no exaggeration to assume that the day may come in many schools across the country when the Shahada replaces the Oath of Allegiance.

Islam in our schools

is (2)American Thinker, by Carol Brown, Jan. 6, 2016:

Creeping sharia infiltrates every nook and cranny of America. Including our classrooms. Among other things, the Muslim Brotherhood (as well as the Saudis) wields enormous influence over curriculum that threatens not only public schools, but private and parochial schools as well.

After reporting on Islamic supremacy in our schools a year ago, I thought it worthwhile to see how things have progressed since then, for better or for worse. (Guess which it is.) When last we left off, here’s where things stood. In most cases, information only came to light because parents stumbled upon homework assignments or their child told them something of concern.

Students learned to recite allegiance to Allah along with Muslim prayers and chants. Students were also taught the Five Pillars of Islam, that Muslims pray to the same God as Christians and Jews, that Mohammed was a man with strong moral values, that terrorists are “freedom fighters,” that Muslims treat those they conquer better than America does, along with the taqiyya version of CAIR’s mission. Sharia law was promoted, Qurans were introduced into classrooms, students studied Arabic, female students wore burqas as part of a lesson on Islam, and special courses on Islam prohibited students from wearing a cross or saying the name “Jesus.”

Homework assignments required students to promote the “Golden Age of Islam” while students also had to write about what it would be like to travel to Mecca. All the while, Muslim students were given special privileges that Christian and Jewish students were not afforded, including time off during the day to pray.

Textbooks whitewashed Islam while diminishing Christians and Jews, videos framed non-Muslims as bigots and validated enforcement of blasphemy laws, a Muslim author gave a lecture that stretched over four days about her Islamic-themed book, and field trips to mosques (including the one the Tsarnaev brothers attended) involved non-Muslim students praying to Allah, with non-Muslim boys joined adult Muslims in prayer while girls were told Islam is pro-woman.

Teachers who spoke out were punished. An elementary school teacher was forced to resign after making critical comments about Islam on a talk radio program, CAIR attempted to smear another teacher by accusing her of being a “racist” after she drew an analogy between the Taliban and Hamas during a lesson on bullying, and Christian teachers were harassed by Muslims in the school hierarchy.

(See here, here, here, here, here, here, here, here, here, here, here, here, here, here, here, here, here, here, here, here, here, here, here, here, here, here, here, here, here, here, here, here, here, here, here, here, here, here, here, and here.)

So where do things stand today? Sadly, we have more of the same. Much more of it, as Islamic supremacy continues to gain ground in our schools. (See here, here, here, here, here, here, here, here, here, here, here, here, and here.)

A workbook for a three-week course on Islam told students that for the duration of the course they will “become Muslim” by selecting Muslim names and wearing them on ID tags around their necks, dressing up as Muslims and acting the part in order to receive a good grade, being told jihad is a struggle against oppression, playing a dice game called Jihad that pits one group of students against another, reading the opening chapter of the Quran and analyzing various other verses, and memorizing the Shahada (the prayer for conversion to Islam).

Students across various school districts were told that Islam had nothing to do with the 9/11 terror attacks, were taught an Islamic fight song that implied that Allah is the only God, completed a project that involved making pro-ISIS propaganda posters, and a Palestinian activist gave a presentation to third graders that urged them to become “freedom fighters for Palestine.”

Homework assignments included analyzing statements by bin Laden, material from an ISIS blog featuring a female recruiter, and statements from Obama’s Cairo speech that demonized the West and framed Muslims as victims. Students also had to write the Shahada (including the oath “There is no God by Allah”) and sing “Allahu Akbar” in an Arabic song. And a Muslim cleric who was a public school teacher peddled sharia and routinely left school early to conduct prayer services at his mosque. (He’s since been fired.)

Meanwhile Muslims continued to press for special accommodations, such as school closures for Muslim holidays. Mind you, federal law allows students of minority religions to take off from school on their religious holidays without any penalty. But this is not good enough for many Muslims who offer all manner of rationales for why they need more. Some cite relatively high (emphasis on relatively) percentages of Muslims who live in certain districts. But even when their numbers are scant the same pressure is applied, as in Baltimore where no tests are scheduled on Muslim holidays, despite the fact that Muslim students comprise a mere two-to-three percent of the student body.

In one case, a Muslim community leader argued that Muslim students don’t want to miss class even if the absence is excused because it would place an undue burden on them to catch up for the day they missed. So he wants school policy to prohibit tests on Muslim holidays and the day after so Muslim students won’t have any pressure to study during their observance. He admits the ultimate goal is for the school district to close schools completely on those days because: “We want our sons and daughters to feel as American as anyone else and to be on equal footing as everyone else.” (Nice try. How about Muslim students cope just like Jewish students and Hindu students and students from other religious minorities who have been faring just fine? Deal with it!)

Another example of we-are-a-tiny-minority-but-you-owe-us rationale can be found in Anne Arundel County, Maryland, where Muslims comprise less than two percent of the population. No matter. Sporting events are banned the night prior to Muslim holidays and no tests are administered on the holidays themselves.

Then there’s this rationale offered up in Burlington, Vermont, where it is being recommended that schools close for Muslim holidays because most Muslim students are recently arrived refugees who don’t speak much English and missing school will have a negative effect on their learning. But as often happens in these cases a domino effect kicks in, and now the small Hindu community in Burlington wants school closures on their holidays. However no accommodations will be made for Hindus.

Here’s another scenario. In Irvington, N.J., where the superintendent had no idea how many Muslim students were in the school system, schools are closed on Muslim holidays based on “inclusion” rather than necessity. Riiiiiiiiight. And what “necessity” could one ever argue in any of these cases?

But who needs “necessity” when you can stand on the soap box of “rights,” as Kaity Assaf, a Muslim teenager in New Jersey did when she claimed it comes to down having the “right” to have the two most important Muslim holidays acknowledged publicly by closing all schools in her district.

Then there are those who claim victimhood and make loud demands, as happened a couple of months ago in Jersey City, NJ, when the school board made a “difficult and gut-wrenching” decision and refused to close schools for Muslim holidays after Muslims in the community requested this accommodation on six days notice. One Muslim in attendance screamed, “My child should be able to celebrate the holiday!” (as if anyone was stopping that from happening) while another stated “We feel alienated!” (what’s new?). Still another stepped up to the microphone and smirked: “We’re no longer the minority. That’s clear from tonight. We’re going to be the majority soon.”

Arrogance, demands, victimhood, threats, and above all, being above all.

Hat tips: Fox News, Counterjihad Report, Breitbart, Jihad Watch, The Clarion Project, Atlas Shrugs, The Right Scoop, Legal Insurrection, Front Page Magazine

***

Also see:

http://counterjihadreport.com/category/pro-islam-textbook-bias/

Public School Students Told to Practice Calligraphy by Writing ‘There is No God but Allah’

Riverbends-High-Header-600.sized-770x415xcBY PJ MEDIA, DECEMBER 16, 2015:

Students at Riverheads High School in Greenville, Virginia, were told to practice academic jihad calligraphy by writing out the statement “There is no god but Allah. Muhammad is the messenger of Allah.” The assignment was given by classroom teacher Cheri Laporte.

That statement is known as the Muslim statement of faith or the shahada.  The school district defended the assignment last week when it met with outraged parents.

“Neither these lessons, nor any other lesson in the world geography course, are an attempt at indoctrination to Islam or any other religion, or a request for students to renounce their own faith or profess any belief,” the district said in a statement provided to Fox News.

Parents told The Schilling Show that their children were not given the translation of what they were writing.

Riverheads High School Principal, Max Lowe, did not directly acknowledge an inquiry requesting confirmation of the incident, clarification of policy, and disciplinary measures, if any, taken against Ms. Laporte.

The school district defended the assignment.

“The statement presented as an example of the calligraphy was not translated for students, nor were students asked to translate it, recite it or otherwise adopt or pronounce it as a personal belief,” the district stated.  “They were simply asked to attempt to artistically render written Arabic in order to understand its artistic complexity.”

Further, the district said the assignment was “consistent with the Virginia Department of Education Standards of Learning and the requirements for content instruction on world monotheistic religions.”

But parents say that other religions were not represented. Parents told The Schilling Show that“the Koran was presented to students, the Bible was not. The teacher reportedly declined to provide a Bible because all the students have either read or seen a Bible.”

Female students were also encouraged to wear a hijab, it was reported.

When asked about the hijab, the district explained the students were merely being taught about “modest dress adopted by many in the Islamic faith and were invited to try on a scarf as a part of an interactive lesson about the Islamic concept of modest dress.”

“The scarf used in the activity was not an actual Islamic religious hijab,” the district stated.

This isn’t the only instance of students learning about Islam in a way that would probably not be permitted for Christianity. At Vernon Hills High School in Chicago, the Muslim Student Associationheld an event that “gave students of other religions an opportunity to wear the hijab in tan attempt to challenge stereotyping of Muslims.”

Charli Mosley, a junior at the school, said while wearing a red hijab: “With more people wearing a hijab around school, it could bring more acceptance to the religion and have more people become more aware.”

Where does the ACLU stand on this?

***

What Is the Shahada? (answeringmuslims.com)

Also see:

Yale University: Weighed and Found Wanting

Study of Islamic Law and Civilization at Yale Law School, left, and Muslims in New Delhi in 2006 protesting publication in the West of cartoons of Muhammad, right. (Photos: PPD/ Saurabh Das/AP)

Study of Islamic Law and Civilization at Yale Law School, left, and Muslims in New Delhi in 2006 protesting publication in the West of cartoons of Muhammad, right. (Photos: PPD/ Saurabh Das/AP)

People’s Pundit Daily, OCTOBER 26, 2015 BY

In 2008 Basak Otus, a writer for Yale Daily News, the leading news source for Yale University wrote an article that started:

English majors getting tired of Shakespeare and Wordsworth will soon be able to turn to Yale’s libraries for a poet of a different kind altogether: Osama bin Laden.

The backlash to this article should have been taken as a prophetic warning of what was to come, akin to the handwriting on the wall of King Belshazzar of Babylon in the Book of Daniel. In that story, the fingers of a man’s hand appeared and wrote on the wall an ominous warning that the Prophet Daniel interpreted as meaning:

1) God has numbered your kingdom, and finished it.

2) You have been weighed in the balances, and found wanting.

3) Your kingdom has been divided, and given away.

Basak Otis’ article in 2008 pointed out that Yale University no longer had America’s best interests at heart, but was in a love affair with one of the most notorious men of the modern era: Osama bin Laden. Perhaps the article would have faded into the background and remained forgotten if Yale woke up when it was attacked that June by a jihadist firebombing, which was intended to destroy their power plant.

But the wake-up call was ignored.

Yale University reverted to its love affair with Osama bin Laden in September 2009 and published a sharia compliant version of a book about Muhammad cartoons, by censoring the illustrations from being printed. This was less than three months after the attempted fire-bombing.

It was Yale University’s overt attempt to display “dhimmitude”–submission to Muslims–rather than show their heritage as great defenders of the First Amendment. Yale had the opportunity to take a strong stand for America and her beliefs in liberty for all of her citizens! It was a chance to be seen as the University that defends the First Amendment. Yale, however chose to become an example of “being weighed and found wanting” in their defense of the US Constitution.

In 2014 Yale Law School hosted Rachid Al-Ghannouchi to speak to its students and thecommunity as well. Rachid is a member of the Ennahda Party in Tunisia. Ennahda is the Muslim Brotherhood entity in Tunisia. Osam bin Laden was and is still counted as a member of the Muslim Brotherhood. Yale University has people that vet public speakers. How is it possible they did not know that Al-Ghannouchi was a staunch defender of Hamas, a US declared terrorist entity?

Yale’s last act of dhimmitude was their receipt of $10 million dollars from the son of Saleh Abdallah Kamel, a documented financer of al-Qaeda with banking ties with Osama bin Laden, himself. Yale has agreed to place an Islamic Law Center in their Law School, but refuses to acknowledge that Islamic law is sharia. This act equates Sharia with the US Constitution.

The act of placing an Islamic Law Center at Yale forces the university to fight itself. Those studying at Yale to earn degrees in its seminary must take a stand, it is their Christian duty. The Music School also must fight this as Sharia requires the destruction of musical instruments and the very concept of a Music School.

The writing was on the wall in 2008. It seems 2015 is the year that Yale becomes divided against itself and will soon no longer exist as the great educational institution it once was.

Can Yale survive its Dhimmitude? I think not.

Paul Sutliff is an educator and research writer particularly focused on Islam, whose work has been recognized by Ryan Mauro of Clarion Project and FOX News. His latest book is Civilization Jihad and the Myth of Moderate Islam.

Islam and 9/11 Not Connected, 12-Year-Olds Taught in America

What’s Going on in Tennessee? Teaching Islam in Public Schools – Town Hall Scheduled

A student's work from a public school in Tennessee

A student’s work from a public school in Tennessee

Clarion Project, by Meira Svirsky, Oct. 15, 2015:

A Tennessee lawmaker has introduced a bill into the state legislature to prevent courses containing “religious doctrine” from being taught before tenth grade. The bill is in reaction to objections by parents to a three-week curriculum under the topic of world religion for middle-school students that covers the “Five Pillars of Islam.”

The bill is the result of a grass-roots campaign by parents reacting to course requirements that obligated their children to write assignments about Islamic principles of faith, such as “Allah is the only God.” Parents have called it indoctrination.

Parents particularly objected that no other religion was taught at the same time, and that the amount of time spent on Islam was considerably more than that which will be spent on Christianity, Buddism, Hinduism and other religions.

The bill also states that any teaching of “comparative religion” does not focus on one religion more than another.

Rep. Sheila Butt, R-Columbia, who introduced the bill, agrees. “I think that probably the teaching that is going on right now in seventh, eighth grade is not age appropriate,” said Butt. “They are not able to discern a lot of times whether its indoctrination or whether they’re learning about what a religion teaches.”

The parents asked for help from the American Center for Law and Justice (ACLJ), a law firm that addresses constitutional and human rights worldwide. In the course of its investigation, ACLJ ask to looked at the teaching materials from the course but school districts refused to hand them over.

Tennessee law states that the Bible may be used in class, as long as the course doesn’t include the “teaching of religious doctrine or sectarian interpretation of the Bible or of texts from other religious or cultural traditions.”

“If you’re teaching the Middle East, then of course you’re going to mention the religion that was prevalent in that area,” commented Butt, a long-time Sunday school teacher. “But to teach the doctrine is another thing. It’s just a bill about balancing the teaching of religion in education.”

Based on her experience, Butt said, “Junior High is not the time that children are doing the most analysis. Insecurity is in Junior High a lot of times, and students are not able to differentiate a lot of things they are taught.”

Charges of indoctrination by Tennessee parents are reminiscent of a case in California where a federal lawsuit was filed against the Byron Union School District concerning a three-week course about Islam seventh-graders that used the workbook, Islam, A simulation of Islamic history and culture.

In the California school, 12-year old students were told:

The Ninth Circuit Court of Appeals, in a ruling marked “Not for Publication,” decided that course did not contain “overt religious exercises” that violated the Establishment Clause of the First Amendment.

Although Islamist organizations have argued that the Tennessee bill is “anti-Islam,” it is reasonable for parents to be concerned about such curriculum. Separation of “church and state” is foundational principle and primary right in the U.S. and should be enjoyed by every individual.

The teaching of religion as religion has no place in America’s public schools.

Meira Svirsky is the editor of ClarionProject.org

***

WHITE COUNTY PARENTS TO HOST TOWNHALL TO OPPOSE ISLAMIC INDOCTRINATION IN LOCAL SCHOOLS (H/T Steve Gill)

“School Board has refused to remove textbooks and materials that promote
Islam in White County Schools”
SPARTA , TN (October 14, 2015) – Concerned parents and citizens in White
County, Tennessee are hosting a townhall meeting in Sparta on Tuesday
October 20 @ 6pm @ Christian Life Assembly located at 117 North Spring St,
Sparta to continue efforts to inform and engage the community about the
pro-Islamic textbooks and materials being forced upon teachers and students
by the White County School Board. Over 100 parents attended an
organizational meeting at the White County Library last week.

School board members, including Chairman Edd Cantrell and Vice Chairman Gary
Sparkman, have ignored parents’ objections to the textbooks and materials
and refused to remove them or restrict their use in classrooms. Seventh
grade social studies textbooks in White County contain nearly 50 pages
devoted to a sugar coated view of Islam and the “Islamic World” while barely
mentioning Christianity. The School Board has also violated at least 14 of
their own policies and procedures in connection with conducting school board
business and may have violated state laws concerning public access to
materials used in the classrooms in White County.

Usama Dakdok (an Egyptian Christian who eventually immigrated to the US and
now operates a ministry teaching the truth about Islam and spreading the
Gospel; http://www.thestraightway.org/) will be one of the guest speakers,
along with Anthony Wright, Chairman of White County Citizens Against Islamic
Indoctrination. Nashville attorney Mike Sheppard will also detail the
apparent violations of school board policies and procedures by the White
County School Board and School Superintendent Sandra Crouch.

“The School Board has adopted the textbooks and materials in a shroud of
secrecy and misrepresentation and have attempted to hide what is happening
in our classrooms concerning the promotion of Islam and limited mentions of
Christianity,” Anthony Wright pointed out. “We plan to expose what is
happening and call the community to action since the values promoted by the
School Board members in our classrooms do NOT reflect the values of our
community nor do they follow the laws of the land.”

Bryan Wright, who recently attended a School Board meeting to object to the
materials, explained that “the schools should teach any aspect of religion
with a focus on fairness, balance and TRUTH; that is not happening with
respect to the Islamic Indoctrination being presented in White County thanks
to our own elected officials.” “The fault is not the teachers who are being
forced to use these materials; it is the fault of the school board that
unanimously approved them and who should be held accountable for that
terrible decision,” Bryan Wright noted.
Overton County, Tennessee has adopted a set of supplemental materials to
provide a fair and balanced teaching of social studies and religion but the
White County School Board has refused to accept any alternative to the
textbooks and materials they adopted despite significant and growing
parental objections.

For more information contact Anthony Wright, Chairman, White County Citizens
Against Islamic Indoctrination, 931-254-9429. More information is available
at:
https://www.facebook.com/Citizens-Against-Islamic-Indoctrination-89521735054
8538/timeline/ and www.stopislamicindoctrination.com.

Also see:

Public Education’s Pro-Islam Bias

 

(ACLJ) A poster urging a public response on the reported Islamic indoctrination of students in US public schools.

(ACLJ)
A poster urging a public response on the reported Islamic indoctrination of students in US public schools.

Imagine the outcry we would hear from the soulless Progressives, atheists and Muslims, if students were told that they had to pray the Lord’s Prayer, memorize the Ten Commandments, state that “Jesus is the Messiah” and fast during Lent.

By Justin O. Smith

America’s children are being indoctrinated in U.S. public schools, from Florida to Minnesota and California to Tennessee, through Islamic propaganda in the school’s curriculum that is nothing less than political reeducation disguised as “sensitivity training”. They are being sensitized into viewing Islam sympathetically and as a “religion of peace”, despite all evidence to the contrary, through politically correct messages and base Islamic lies that are aimed at developing “cultural awareness” and “tolerance”, regarding Muslims and Islam, and defusing the fact that Islam is a violent ideology that regularly spawns religiously motivated terrorist attacks, such as 9/11 and the Boston Bombing.

The textbooks are “white-washing” the Islamic faith. Islam is characterized as the underdog suffering injustice, while Christians and Jews  are suggested to be unwilling to transcend prejudice and ill-will in order to allow Islam to have equal expression. And yet, there is not any mention of the hundreds of thousands of Christians and Jews being slaughtered and beheaded by Islamofascists across the Middle East or that the 9/11 abattoir was committed by Muslims opposed to our free exercise of religion and our pluralism and tolerance of all.

In an education climate heavily controlled by anti-Christian Progressives, atheists and the ACLU, public schools barely allow Christians to even pray, display the Ten Commandments and read the Bible on their breaks __ their own time __ even though this is protected under the First Amendment. These anti-Christian elements would never teach Christianity in the same manner, as they now teach Islam in the public schools.

With hypocrisy and double-standards on full display, public schools across the U.S. have adopted programs, such as the Islam Project, and they are blatantly violating the Establishment Clause of the First Amendment, according to the Family Policy Network, the American Center for Law and Justice (ACLJ) and millions of Americans. These programs promote an agenda that requires, among a long list of other inappropriate and unconstitutional items, that students learn the five pillars of Islam, recite Islamic prayers such as “all people must submit to Allah” and “there is no God but Allah” and learn that Muslims worship the same God as Christians and Jews, a base, outright lie.

In April of this year, Union Grove High school in Wisconsin gave a writing assignment “Pretend you are Muslim”, and not long afterwards, Carly Gammill, an ACLJ attorney, explained to their school district officials that Islam could not be presented in this manner without breaking the law: “By requiring the students to adopt the viewpoint of a Muslim, union Grove has gone well beyond teaching ‘about’ religion. In fact, this advancement of the Muslim viewpoint is specifically what the Supreme Court has deemed a direct violation of the First Amendment.”

In September 2015, parents in Rutherford, Williamson, Maury, Sumner and other Tennessee counties, were furious over the same sort of indoctrination tactics occurring in their schools; however, some administrators, like Rutherford County Superintendent Don Odom, claimed it was out of the School Board’s hands and blamed the textbook publishers and the state, while others, like Wilson County Director Donna Wright, claimed no wrong was committed. Some of these administrators are simply feckless and ill-informed, and others are knowingly supporting and advancing Islam and discriminating against Christianity and Judaism, in line with the theory that the enemy of my enemy is my friend.

In a deceptive and disingenuous statement, Paul Galloway, who is a Muslim and executive director for the American Center for Outreach, said: “To learn what the first pillar is has nothing to do with indoctrination. You can’t trick someone into being a Muslim.”

Galloway dismisses the fact that these are children in the 6th and 7th grades, who are in their most impressionable and formative years. Any seed of knowledge must be planted with care and full and honest discussion, and in regards to one’s worldview and religion, that responsibility must remain under the domain of the parents concerning the guidance of their children.

Just as Representative Marsha Blackburn (R-TN) stated on September 8th: “There is a big difference between education and indoctrination.”

Reported first by the ‘Columbia Daily Herald’, imagine the righteous anger that flowed from Maury County parents, such as Brandee Porterfield and Joy Ellis, when they discovered their twelve year old children were taught the Islamic conversion prayer and made to write the “Shahada” — “There is no God but Allah; Mohammed is the Messenger of Allah.” And next, they were told by Dr Jan Hanvey that Christianity would not be covered at Spring Hill Middle School, “because Christianity is not in the school standards.”

Pastor Greg Locke of Mt Juliet, TN (Wilson Co) noted that there is only “a half page of watered-down Christianity” being taught in the sixth grade, while 28 pages of Islamic curriculum are being taught. Locke and many families are highly upset “over all this new Islamic indoctrination in our school system”, which they call “absolute brainwashing”. Adding insult to injury, the Wilson County school system exhibited incredible insensitivity by scheduling a test on Islamic curriculum on Sept. 11th, however, the ensuing uproar in the community forced its delay.

Predictably, Christian parents across the country are also upset to find that the study guide section of ‘Origins of Islam’ presents as fact statements such as, “Around the age of 40, the angel Gabriel told Mohammed that he was to be a prophet of Allah.”

Imagine the outcry we would hear from the soulless Progressives, atheists and Muslims, if students were told that they had to pray the Lord’s Prayer, memorize the Ten Commandments, state that “Jesus is the Messiah” and fast during Lent. Even if we cannot fully or completely explain why Islam is being favored by the U.S. Board of Education and many state and local education boards, the duplicity of the public education system is apparent in regards to Islam.

State Representative Andy Holt (R-Dresden/TN) wrote in his blog: “While I can certainly understand the desire for cultural knowledge, it must never be at the cost of our cultural identity. Many of our children are not being taught the Ten Commandments in school, but instead the Five Pillars of Islam and the ‘Prophet’ Mohammed as a sovereign to Jesus Christ.”

The pro-Islam bias and precepts towards conversion to Islam in public schools must be ended, and all those government officials, educators and superintendents  responsible for this situation across America must be held accountable through more than just petitions and lawsuits. Textbook contracts can be voided on the basis of multiple factual errors. Teachers can introduce new curriculum that meets their communities’ approval, with little to zero added cost. And, superintendents unable or unwilling to cooperate can be fired, defeated in special elections and impeached, their contracts ended and damn the cost: America’s parents must join ranks forcefully to ensure that our children receive an honest and fact-based education __ the best possible education __ through a system built on integrity, incorrupt from exalting Islam above all other beliefs.

Also see:

Kids Get School Supplies from Groups Associated with Terrorism

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Frontpage, by Joe Kaufman, Sep. 9, 2015:

It’s back to school time for kids. New teacher, new friends and new costs for school supplies – something parents know can be fairly expensive! To exploit this financial concern, this past July, Islamist groups, including ICNA, CAIR and Emerge USA, along with Broward County School Board Member Ann Murray, participated in a program at Miramar Elementary Public School to give away school supplies to children in need. While the children weren’t old enough to understand who they were accepting gifts from, parents should be alarmed to discover the tainted favors came from groups associated with terror and bigotry.

The flyer for the event reads, “A Project of ICNA Relief. BACK2SCHOOL GIVEAWAY. HELP US HELP THE CHILDREN IN NEED.” The sponsors listed on the flyer include: the Florida chapter of the Council on American-Islamic Relations (CAIR), and the Florida Islamic Association (FIA).

ICNA Relief is the main charity of the Islamic Circle of North America (ICNA), the American affiliate of South Asian Islamist group Jamaat-e-Islami. Jamaat-e-Islami’s militant wing, Hizbul Mujahideen, owned the Pakistani compound where Osama bin Laden was killed in. ICNA has been linked to terrorist financing and has used the web to promote a number of terrorist groups, including Hamas, al-Qaeda, Hezbollah and the Taliban. ICNA conducts annual functions along with the Muslim American Society (MAS), a group that was recently named to the United Arab Emirates (UAE) government list of international terrorist organizations.

CAIR, like MAS, was named to the UAE list of terror groups. CAIR was established, in June 1994, as one of four groups under the leadership of then-global head of Hamas, Mousa Abu Marzook, who was residing in the US at the time. Since CAIR’s founding, a number of representatives for the group have been imprisoned in and/or deported from the US for reasons related to terrorist activity. CAIR itself was named a co-conspirator by the US government for two federal trials dealing with the financing of Hamas. In August 2014, CAIR-Florida Executive Director Hassan Shibly tweeted, “Israel and its supporters are enemies of God.

FIA calls itself a “community-building” organization, whose goal is to “collaborate” with Islamic organizations, schools and mosques. This year alone, FIA has run events with ICNA Relief and MASas well as different radical mosques, including the Islamic Center of Boca Raton (ICBR) and Nur-ul-Islam, where the kids’ backpacks being given away at ICNA Relief’s BACK2SCHOOL event were assembled.

ICBR has a long list of terrorist connections. A co-founder of ICBR, Bassem Alhalabi, was charged by the U.S. government with the illegal export of a $13,000 military-grade thermal imaging device to Syria. Another co-founder, Syed Khawer Ahmad, was a website developer and webmaster for Hamas in Gaza. One former imam of ICBR, Ibrahim Dremali, was placed on the federal “no-fly” list, and another, Muneer Arafat, admitted under oath that he was an affiliate of Palestinian Islamic Jihad. A member of the mosque, Rafiq Abdus Sabir, was sentenced to 25 years in prison for conspiring to provide material support to al-Qaeda.

Nur-Ul-Islam, located in Cooper City, Florida, also has significant ties to terrorism. A former member of the mosque’s Islamic Affairs Council and ex-Vice President of its children’s school, Nur-ul-Islam Academy (NUIA), Raed Musa Awad, was the Florida representative for the Hamas charity, Holy Land Foundation for Relief and Development (HLF), and oversaw the conversion to Islam by convicted terrorist “Dirty Bomber” Jose Padilla. The website of NUIA previously contained links to violent, anti-Semitic and anti-Christian material, including having a link to islamway.com, a website that encouraged its viewers to donate money to Hamas.

Not listed on the flyer, but also taking part at the event was Emerge USA, an Islamist group that attempts to dupe politicians into attending its functions by seducing them with a “Muslim vote.” Regardless of the group’s patriotic-sounding name, Emerge is nothing more than a front for anti-American and anti-Israeli extremists.

A founder and co-chair of Emerge (and ex-CAIR lawyer), Khurrum Wahid, is a South Florida attorney who has become known for representing various high profile terrorists, including members of al-Qaeda and financiers of the Taliban. According to the Miami New Times, Wahid himself was placed on a federal terrorist watch list in 2011. Co-founder and trustee of Emerge, Saif Ishoof, is a former organizer and contact for the extreme anti-Israel group, March for Justice. Emerge lecturer, Sayed Ammar Nakshawani, is a follower of former Iranian terror leader Ayatollah Ruhollah Khomeini and has previously called for the destruction of Israel.

One of the contacts for the ICNA Relief BACK2SCHOOL event was the Outreach Coordinator of the Florida chapter of ICNA Relief, Taha Qureshi. Last month, Qureshi posted a photo on his Facebook page making light of what appears to be a Muslim man beating his two children with one of his slippers, as the children cower in fear. The other contact for the event, Emerge National Government Affairs Director Tamara Ayon, is the former Executive Director of the Broward Democratic Party.

The main leader of the event was the Registered Agent and Secretary of ICNA Relief Florida, Abdul Rauf Khan. Khan has used his Facebook page to post videos dedicated to Nation of Islam leader and anti-Jewish bigot Louis Farrakhan and Egypt’s banned Muslim Brotherhood. He also posted a link on his Facebook site to an anti-Semitic video labeling comedian talk show host Bill Maher, “Zionist Jew Bill Maher.”

Along with Rauf, participating at the event were Emerge USA National Executive Director Tamim Chowdhury and Broward County School Board Member Ann Murray. A video for the event was made featuring the three.

On the video, Murray, who acted as Rauf and Chowdhury’s “useful idiot,” stood centered between the two men, with a sizeable ICNA Relief banner hanging behind her. She spoke for more than half of the two-and-a-half minute piece, taking a large chunk of the time to praise the Islamist organizers of the event and making sure to announce her government title and the district she represents.

The video was filmed (and the event took place) at Miramar Elementary School, a taxpayer-funded public school located in Broward County. Under the cynical guise of charitable intent, public schools are a prime target for Islamist infiltration.

Read more 

Why Does Common Core Require Teaching Islam?

child-globe-360x200Constitution, by Bethany Blankley, August 26, 2015:

Should parents be penalized for demanding that their child be exempted from the required teaching of Islamic in Common Core curriculum? Should a teach or public school administrator penalize parents and children for seeking exemption? Parents are finding out the answers to these questions first hand.

To date, public school students are required to:

Parents must first understand the origins of Common Core, and more importantly assert their First Amendment and Fourteenth Amendment rights– which protect them as parents to make educational decisions for their children.

Technically, Common Core originated from the National Governor’s Association (NGA), Council of Chief State School Officers (CCSSO), Achieve Inc., ACT and the College Board. Its state standards are copyrighted by the NGA and CCSSO, a private company, which means they cannot be changed. (The Bill and Melinda Gates Foundation, the United Nations, and Pearson Education, an NGA donor and CCSSO’s listed business and industry partner, were integral to creating these standards.)

In 2009 the “Race to the Top” federal education initiative encouraged states to receive federal money to adopt new standards that would improve their public school children’s test performance results. In order to participate, members of both state boards of education and state educational professional standards boards voted to adopt Common Core.

However, Common Core really originated from the Connect All Schools program, which is part of the “One World Education” initiative orchestrated by Qatar Foundation International (QFI). The director of QFI’s Research Center for Islamic Legislation and Ethics is Tariq Ramadan, grandson of Hassan al-Banna who was the founder of The Muslim Brotherhood.

QFI enlisted Pearson Education to implement and assess Common Core. Pearson Education is listed on the London and New York Stock Exchange; the Libyan Investment Authority is its largest financial contributor, most recently holding 26 million shares.

According to the Financial Times, the Libyan Investment Authority was founded by Muammar Gaddafi’s son, Seif al-Islam. Along with Qatar, Turkey and Saudi Arabia also invested in the Libyan Investment Authority to fund Pearson Education’s implementation of Common Core.

According to the Guardian, Pearson Education claims it operates in a free market as a public company and has no control over its shareholders’ alleged terrorist-related activities.

Notably, in 2007, two years before the “Race to the Top” initiative, the FBI uncovered documents revealing the goals of the Muslim Brotherhood, which entailed indoctrinating American K-12 students by teaching Islam.

The seized documents were part of a 2007 Holy Land Foundation trial, the largest terrorist-related funding trial in American history. The FBI uncovered an invaluable document, which exposed the Muslim Brotherhood’s manifesto “on the General Strategic Goal for the Group in North America” (Exhibit 42945 and Exhibit 42946).

In addition to creating Common Core curriculum and standards, Pearson Education also solely evaluates teachers in some states.

In order for New York State, for example, to continue receiving “Race to the Top” federal funds, New York was required to implement “reforms.” Pearson Education now solely administers the Teacher Performance Assessment (TPA).

As a result, New York State no longer evaluates its teachers — a private company does — whose primary investors allegedly finance terrorism and propagate Islam.

To date, no state or federal oversight exists for university programs (under Title VI of the Higher Education Act), which train K-12 teachers to develop lesson plans and seminars on “Middle East Studies.”

Essentially, a non-American public company largely owned by alleged terrorism financiers orchestrated the development and implementation of Common Core, defined and oversees its standards, and evaluates teacher and student performance– not state or federal agencies. 

As a result, the American government handed over public school education to foreign interests. Parents have the Constitutional right to reject both the indoctrination of Islamic teaching of their children by “unreasonable state interferences.”

Bethany Blankley is the Senior Editor for Constitution.com. She hosts “America’s Betrayal” on Renegade Talk Radio Network. Her columns have been published by The Washington Times, Newsday, Western Journalism, Townhall, The Christian Post, Charisma News, and others. She was a former communications strategist to four Senators, one Congressman, one New York governor, and several nonprofits. She holds graduate and undergraduate degrees in Theology and Political Science. Follow her: @bethanyblankley & http://www.bethanyblankley.com.

Alice Linahan and Frank Gaffney on Civilization Jihad and the Common Core

Alice Linahan is preparing to launch her book,”A Community’s Journey from #CANiSEE to I Can See”; a lecture series providing a comprehensive study of the 21st Century/Workforce Development/Common Core Take Over of Education. fundrazr.com/campaigns/0zsc8

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In this video Alice Linahan and Frank Gaffney share critical facts about Civilization Jihad and the Common Core.

As defined in the book “Sharia, a Threat to America”- “Civilization jihad is a form of political and psychological warfare that includes multi-layered cultural subversion, the co-opting of senior leaders, influence operations, propaganda and other means of insinuating shariah gradually into Western societies.”

In the West a fundamental shift is beginning to be felt, as the American idea of individual freedom clashes with the political purpose of control and submission. The outcome will depend on if individuals refuse to submit.

***

ALICE LINAHAN, Vice President of Women on the Wall speaks with Frank Gaffney on Secure Freedom Radio November 24, 2014:

  • Effects of Obama’s Common Core curriculum on the U.S. education system
  • Controversy regarding Islamists penetrating the U.S. educational system and advancing Sharia ideology through Common Core
  • Looking at Arabic-immersion schools in Texas and around the U.S.

Also see:

‘A People’s History of Muslims In the United States’: Really?

AP

AP

Breitbart, by Pamela Geller, March 17, 2015:

Dr. Susan Berry reported Monday that “among the news items at the radical Zinn Education Project this month is a post highlighting the work of Alison Kysia, author of ‘A People’s History of Muslims in the United States: What School Textbooks and the Media Miss,’ part of the Zinn Education Project If We Knew Our History series.”

The Zinn Education Project is apparently taking a page from the revisionists and cultural despots who for years now have sought to rewrite history and propagate historical fictions via museum exhibits and other historical myth-making techniques in order to destroy our code of values and unprecedented history in defense of human freedom and individual rights.

Berry notes that Kysia lauds the vicious Islamic supremacist Linda Sarsour, a practiced exploiter of the “hate” smear against foes of jihad terror and Islamist supremacism and has never apologized for using the Islamic honor murder of Shaima Alawadi to spread lies about the prevalence of hate crimes against Muslims in America. She is also rabidly antisemitic (and, of course, a darling of the Leftist media), and has said that “nothing is creepier than Zionism” and has equated it with “racism.” She is, unsurprisingly, a frequent visitor to the Obama White House and has claimed that the jihad underwear bomber was a CIA agent — part of what she claims is a U.S. war against Islam.

Berry also writes that “Kysia bemoans what she calls ‘the sanitized story of Christopher Columbus’ taught in U.S. history textbooks that she says overlooks the Muslim-led revolt against Columbus’ son Diego on Christmas Day in 1522.”

No doubt Kysia never mentions that Columbus only sailed West from Spain because he was looking for new trade routes to India after the Muslims closed the traditional routes after their conquest of Constantinople in 1453. But she pulls out every leftist club that she and her allies use to beat the West and demonize Judeo-Christian civilization: McCarthyism, Jim Crow, you name it.

650,000 Americans died fighting in the Civil War — but Kysia finds one Muslim soldier to highlight. Is his story even true? It makes no difference to the left and their Islamic supremacist allies. They have to be the victim in order to wage war.

“It’s essential that students know that resistance to colonial domination has always been a part of our history – and Muslims played a role in this resistance from the earliest days,” says Kysia.

This is sharia enforcement: sharia enforcement extends far beyond the obvious attempts to silence critics of jihad and sharia. The scrubbing of the 270 million victims of jihadi wars, land appropriations, cultural annihilations, and enslavements from academic texts has been going on for well over a decade. The demonization and smearing of politicians who dare speak against the most extreme and radical ideology on the face of the earth is virtually automatic at this point, as is the self-enforcing sharia compliance of the mainstream media.

And now we see historical revisionism take on a new life, as history is scrubbed and manufactured Muslim myths are presented as fact.

I have written before about this important but little-noted weapon of the Islamic propaganda machine in the U.S.: the whitewashing of the ghastly Islamist present by creating a fictional glorious Islamic past.

How do Howard Zinn and his spawn come to rewrite history and dictate what is taught to our children? The same way that Bill Ayers, a terrorist bomber, comes to be a professor in the College of Education at the University of Illinois at Chicago, formerly holding the titles of Distinguished Professor of Education and Senior University Scholar.

We are overwhelmed with this poison — everywhere, at every turn. Look at how Wikipedia describes the Ayers bombing:

The group Ayers headed in Detroit, Michigan became one of the earliest gatherings of what became the Weatherman. Before the June 1969 SDS convention, Ayers became a prominent leader of the group, which arose as a result of a schism in SDS. “During that time his infatuation with street fighting grew and he developed a language of confrontational militancy that became more and more pronounced over the year [1969]”, disaffected former Weatherman member Cathy Wilkerson wrote in 2001. Ayers had previously been a roommate of Terry Robbins, a fellow militant who was killed in 1970 along with Ayers’ girlfriend Oughton and one other member in the Greenwich Village townhouse explosion, while constructing anti-personnel bombs intended for a non-commissioned officer dance at Fort Dix, New Jersey.

How glorious it all sounds. My Wikipedia page, by contrast, sounds as if I am one paragraph short of being a serial killer. This is no accident. Wikipedia is just another tool in the arsenal of the enemies of freedom. It’s great if you want to learn all about Marcus Aurelius or Millard Fillmore, but about contemporary defenders of freedom it is not so good. Deeply compromised, in fact.

And as for Zinn’s Muslim “history,” it revolves around Muslims who were supposedly among the first slaves in the Americas. Yet many African slaves were sold by Muslim slave traders to the European slave traders. Why would Muslim slave traffickers sell Muslims to other slavers? Are Muslims just racist as Europeans? Zinn never addresses that. But his fanciful “histories” are the establishment narrative anyway.

By contrast, my organization, the American Freedom Defense Initiative (AFDI) is targeted for marginalization and demonization. My website, Atlas Shrugs (www.PamelaGeller.com) is banned from military bases. AFDI is banned from elemental inclusion in, for example, Amazon’s 501c3 charity program.

Why? Because we stand for freedom. Because we stand for truths that the mainstream refuses to tell the American people. Because we aren’t afraid to enunciate truths that most are too fearful even to approach. The fact that this gets us banned and vilified everywhere is testimony to how far we have fallen.

Given the overwhelming success of the left’s complete coup on American culture and academia, as well as its near-total control of the media, music and movies, it is only natural that its supremacist partners would exploit their vicious war games.

Rewriting history is what the left does, and it is what Islamic “historians” have done for centuries. The Zinn “history” is just more of the same.

****

It is all part of the plan. See my recently revised page from the menu : Muslim Brotherhood’s Plan for America which details two of the most important documents proving the nature of the threat – “The Project” and “The Memorandum”.

Zaytuna College Gains Accreditation Despite Islamist Ties

Imam Zaid Shakir leading prayers

Imam Zaid Shakir leading prayers

Zaytuna College has gained official accreditation to grant a Bachelor of Arts in Islamic Law and Theology despite founders’ extremist records.

Clarion Project, by ELLIOT FRIEDLAND, March 18, 2015:

Zaytuna College, an Islamist college in the US, has become an accredited institution of higher learning. It was accredited by the Western Association of Schools and Colleges Senior College and University Commission.

It is now authorized to issue a Bachelor of Arts in Islamic Law and Theology.

There is nothing wrong with accrediting Muslim colleges in the United States (or anywhere else, for that matter). Yet Zaytuna specifically has a long history of inciting extremism and of relationships with terrorist supporting clerics that should be pause for thought before regarding the college as a respectable institution of higher learning.

Hamze Yusuf, the founder of Zaytuna College said in 1996:

“[America] is a country that has little to be proud of in its past and less to be proud of in the present. I am a citizen of this country not by choice but by birth. I reside in this country not by choice but by conviction in attempting to spread the message of Islam in this country. I became Muslim in part because I did not believe the false gods of this society, whether we call them Jesus or democracy or the Bill of Rights.”

He has never retracted these remarks.

Yusuf is also vice-President of the Global Center for Guidance and Renewal, an organization chaired by the radical cleric Sheikh Abdullah bin Bayyah.

Sheikh Abdallah Bin Bayyah is described on the Zaytuna website as being “one of the top jurists and masters of Islamic sciences in the world.”

Yet bin Bayyah has a lengthy track record of extremism. For example, in 2004 the International Union of Muslim Scholars, which he was then vice-chairman of, issued a fatwa imposing a “duty on every able Muslim in and outside of Iraq” to support attacks on US soldiers there.

In 2012 he said that donations to mujahedeen (people engaged in Jihad) count as zakat. In 2013 he said that Muslim leaders should give Hamas financial and military assistance to attack Israel.

It is not surprising that Sheikh Abdullah bin Bayyah is praised so highly on the Zaytuna website, since Hamze Yusuf studied under him, receiving an ijazah (an Islamic diploma of learning) from bin Bayyah.

For his part, Sheikh Abdulla bin Bayyah attended the first graduating class of Zaytuna College and delivered a series of lectures.

Zaid Shakir co-founded Zaytuna College and is the chairman of the board and the Student Affairs Committee of Zaytuna and has made various radical statements over the years.

In 2006 the New York Times reported that “he said he still hoped that one day the United States would be a Muslim country ruled by Islamic law.”

In a recording from 1992 he supported the idea of a unified Muslim Caliphate which would “undertake the jihad” against the “enemies of Islam.”

Furthermore both Yusuf and Imam Zaid Shakir have made intensely anti-Semitic comments in the past although Yusuf claims to regret them now.

After the Charlie Hebdo murders, Hamze Yusuf said on his blog about the victims that “They suffered the fate of a man who gratuitously calls another man’s mother a whore and is surprised when that man stabs him.” This was despite opening by condemning the violence.

He then proceeded to quote the co-founder of Charlie Hebdo, blaming the murdered editor Stephane Charbonnier or ‘Charb’ directly, saying: “Retaliatory murders for honor or otherwise are clearly wrong under Islamic law, or any other reasonable system of law, as they should be. But even the co-founder of Charlie Hebdo, Henri Roussel, blamed the editor for knowingly endangering the lives of his employees.”

Hamze Yusuf made the same argument in the aftermath of the murder of US Ambassador to Libya Chris Stevens, stating in a lecture that just as racial slurs are unacceptable, mockery of religious belief should be similarly forbidden.

Full 16 minute version found here.

The speech tacitly justified the murder of Ambassador Stevens by directly comparing racism to mockery of Islamic religious belief. He asks: “if you go down to East Oakland [in California, a black majority area] right now and you shout the n-word as a white man in East Oakland and somebody comes and stabs you, is anybody going to be surprised?”

He conflates the two situations by going on to say “we [Americans] don’t recognize that for believers [how Muslims refer to each other] when you die you lose your racial identity, but when you die you maintain your religious identity, this is how the Muslims understand it.”

Although he goes on to say “I’m not going to justify anything the Muslims did in their reactions,” his point has already been made.

Contrast this with the attitude of Muslim counter-extremism activist and former member of Hizb ut-Tahrir Maajid Nawaz, who recently persuaded the Liberal Democrat party in the UK to adopt a platform of the “right to blaspheme” at the party’s annual conference.

Other staff at Zaytuna College are also problematic.

Hatem Bazian is the Academic Affairs Chair of Zaytuna and chairman of American Muslims for Palestine, an Islamist group that holds conferences that are like a party for Islamic radicals.

One such conference had a special session on teaching children about its cause.

Bazian is seen in Clarion Project’s film The Third Jihad calling for an “intifada in this country that change[s] fundamentally the political dynamics in here,” comparing the needed intifada to the “uprising in Iraq” and the “intifada in Palestine.”

He has similarly accused the U.S. government of warmongering, racism and of trying to “target” the Muslim leadership at home.

Zaytuna College has problematic links with other speakers and organizations. The college hosted a guest lecture series which invited Dr. Tariq Ramadan, a leading Muslim Brotherhood affiliated academic in the West to speak.

Furthermore, both Hamze Yusuf and Zaid Shakid regularly speak at events organized by Muslim Brotherhood affiliated organizations, such as the Council on American Islamic Relations, which was designated a terrorist organization by the United Arab Emirates.

Any college with links to terror-supporting clerics and whose leaders have justified or minimized violent extremism should be subject to scrutiny. Whatever the desire to accredit the first Muslim college in the United States, Zaytuna College is not the right one.

If you wish to express your concern about the decision to accredit Zaytuna College, please contact the WASC Senior College and University Commission by email or call them (510) 748-9001.