Erick Stackelbeck, host of the show “Erick Stackelbeck on Terror” interviews Guy Rodgers, Executive Director of ACT! for America and former educator who outlines the pro-Islamic bias discovered in American textbooks during an extensive study conducted by ACT! for America Education.
You can view the textbook report as well as information about how to take action in your school here:
http://www.actforamericaeducation.com…
MEMRI: CAIR Executive Director Nihad Awad: “Islam and the U.S. Are Twins, Linked by Common Values, There Are Accounts that Muslims Discovered America before Columbus”
Iqra TV (Saudi Arabia) – December 27, 2012
Interviewer: Once again, I greet you from the USA, and specially, from New York. Today’s topic is the American Islamic organizations.
Nihad Awad: In my view, Islam and the US are twins, linked by common values. The values on which the US was founded are the same values advocated by Islam: freedom, and especially freedom of religion, freedom of speech, protection of minorities, and spreading justice among all sectors of society.
[...]
The combination of my American nationality and the practice of my Islamic religion creates a beautiful blend, I believe. This is a civilized blend, which proves that Islam flourishes in an atmosphere of freedom, and spreads freedom, justice, and equality. Every day I live as an American-Muslim citizen, I rediscover the firm bonds between the humane system that the US created for its people, and the values advocated by Islam. This marriage of Islam and the US will be the best suited for humanity, because the Islamic values are divine values, conveyed by Allah. The Prophet Muhammad lived by these values, and Muslims today must rise to their level. The US is not perfect, but it is moving “toward a more perfect union.”
[...]
It is extremely important to know how Islam began in the US. There are historical accounts according to which the Muslims preceded Columbus, who is said to have discovered the US. Some documents and accounts indicate that Muslim seafarers were the first to reach the US. The bottom line is that Islam played a part in the establishment and development of the US.
[...]
Islam’s worldview is one of coexistence, of respect for pluralism, and of peace. Allah says in the Koran: “Oh Mankind! We have created you male and female, and have made you nations and tribes so that you may know one another. The noblest of you, in the sight of Allah, is the most pious among you.” This is a very important humane, social, and political principle. This is the principle of interacting with the other, be it nations, individuals, institutions, or countries. This verse was conveyed 1,400 years ago. This is a very important principle on how we should interact with others. As Muslims, we are not hostile to other societies. The underlying principle guiding our relations with them is one of respect for the natural differences between individuals, nations, and societies, but there are also common interests. Diversity in Islam is a good thing, not a shortcoming. Most of the wars waged between nations were the result of failure to respect and acknowledge the other.
[...]
When I said that Islam and the US are twins, I was referring to the values upon which the US was founded. I was talking about domestic affairs. US society consists of all of humanity – all the ethnicities, a society of immigrants. The US is the most diverse human union. How did the US manage to create this human fabric? This human experience was, undoubtedly, based on very important principles, which are identical to the Islamic values. The problem lies in the foreign policy. We are not talking about the foreign policy. I am one of the most adamant opponents of my country’s policy… Foreign policy is another matter altogether.
[...]
After 9/11, we saw great interest among the American public in becoming better acquainted with Islam by studying and reading about it. We found that very few books on Islam were available in the public libraries, which are frequented by many Americans, and that most of these books were misleading or anti-Islamic. Therefore, we decided to publish several books on Islam, written by Muslims and non-Muslims. We decided to send them free-of-charge to the American public libraries.
[...]
There are 16,200 public libraries in the US, serving 300 million Americans. We managed to provide this collection, free-of-charge, to half of these libraries.
[...]
With regard to our sister Aafia Siddiqui, this is undoubtedly a sensitive criminal case and a security issue.
Interviewer: Who is she?
Nihad Awad: Aafia Siddiqui is originally from Pakistan, as far as I know. She is incarcerated in the US, having received a long prison sentence, for her alleged involvement in – quote, unquote – “terrorist acts.” We are in CAIR are following this case, through our New York chapter. In 2013, in the coming weeks, we will dedicate more attention to her. We will follow the case, and see what we can do.
[...]
I personally intervened in this case, without talking about it in the media. I can reassure the brothers and sisters who called this show that I have personally dealt with this case on a high level in the US, and even in diplomatic circles. When we have any news, we will let you know.
See also:
By Jamie Glazov:
Frontpage Interview’s guest today is Brigitte Gabriel, the author of two New York Times Best Sellers “Because They Hate” and “They Must Be Stopped.” She is also the founder and president of ACT! for America, the largest national security grassroots organization in the U.S. with over a quarter of a million members, 750 chapters nationwide and a full-time lobbyist on Capital Hill. She just issued a report titled: Education or Indoctrination? The Treatment of Islam in 6th through 12th Grade American Textbooks.
FP: Brigitte, welcome to Frontpage Interview.
Congratulations on issuing your new report, Education or Indoctrination. What inspired you to embark on this project?
Gabriel: When I was doing research for my second book “They Must Be Stopped,” I came across numerous instances where information that was being put in school textbooks or taught in classrooms was inaccurate, sometimes outright false, and at times sounded more like indoctrination than education. ACT! For America Education executive director and I discussed this at length in 2009, because when we traveled and spoke to groups about this they were very concerned. We investigated the issue more closely and found there had been a handful of previous studies done on this, but we believed much more needed to be done. We also knew that if we did a report, we could leverage its impact by drawing on the strength of our growing grassroots organization. So by late 2009 we drafted a plan, created the budget to do it, and embarked on the research in early 2010.
FP: How broad was your research?
Gabriel: We retained a top-notch team of experts with years of experience in this area. They selected 38 textbooks based on how widespread they are used in the schools and how much they address the topic of Islam. To give you an example of the breadth of the research, our team spent two years conducting the research, and comparing what they found with credible historical sources as well as Islamic sources. The results were astonishing, even to those of us who are familiar with this issue.
In some books the errors were less frequent and egregious, but in most of the books errors of the commission and omission occurred with such frequency that it was clearly evident the average student today is receiving a rewrite of history that paints a rose-colored picture of the history and central doctrines of Islam that is not supported by the facts. The report is painstakingly and thoroughly documented, with nearly 375 footnotes and a bibliography of nearly 275 sources.
FP: What type of topics do you address in your report?
Gabriel: The report examines everything from the founding of Islam and its early history, up through modern times. The report addresses a broad range of topics such as:
- Muhammad and Jerusalem
- Relationship between Muhammad and the Jews of Medina
- Sharia law
- Status and treatment of Jews and Christians under Islam
- Jihad and the early Islamic conquests
- Islam and women
- Islam and slavery
- Islamism
- The Crusades
- The Holocaust
- The Arab-Israeli conflict
- Terrorism
- 9/11
FP: Share a few examples with us.
Gabriel:
1) Slavery: While the books went into great detail exposing and condemning the Atlantic slave trade run by Europeans, they were all either completely or nearly silent on the Islamic slave trade, which began eight centuries before the Atlantic slave trade and continues in some parts of the world today. This double standard treatment of Islam vs. the West was fairly common in the books we reviewed. The danger here is that students are led to draw conclusions about the West with respect to slavery that they aren’t led to draw when it comes to Islam.
2) Islamic Conquests: Book after book used phrases like “Muslim conquerors treated those they conquered with tolerance.” Some books claimed, falsely, that conquered Jews and Christians retained religious freedom. One book said, “Full religious freedom.” Another said the Muslim conquerors were “extremely tolerant.” Such a rewrite of history, when there is so much historical data that contradicts these false assertions, could well be termed educational malpractice. And like the issue of slavery, look how it leads students to rosy, positive views of the history of Islam that simply don’t square with the facts.
3) Treatment of Women: The books typically either devoted little attention to this subject, or when they did, they overlooked or downplayed the second-class treatment of women under Islamic law and in Muslim cultures. Actually the word downplayed is an understatement. Some even claimed that women had more rights than they did. Again, this was consistent with a narrative the books created about the supposed tolerance and goodness of historical Islam.
4) Jihad. Not surprisingly, the books generally toed the politically correct line that “Jihad” is essentially a “struggle to be a better Muslim.” I like how my friend Dr. Walid Phares describes this description of Jihad as “Islamic Yoga.” Students get almost no understanding of the centrality of Jihad to the historical advance of Islam through conquest and the creation of the Islamic Empire. They are therefore conditioned to agree with the apologists for radical Islam and the talking heads from groups like CAIR who describe Jihad completely differently from what happened in history and how the vast majority of ancient and contemporary Islamic scholars define Jihad. Again, this fits the narrative the books have created about historical Islam that simply isn’t accurate.
5) 9/11. This is especially disturbing. It’s one thing to rewrite ancient history. People can debate about the reliability of various historic accounts. However, we all know, except for the conspiracy crowd and politically correct deniers, that 9/11 was an act of Jihad perpetrated by 19 Islamic jihadists. Yet almost without exception, the textbooks we reviewed did not tell the students this. They called them “Terrorists,” some referred to Al Qaeda (but didn’t describe what it is), but they completely ignored any reference to the terrorists as “Muslims” or Jihadists.” One book described them as those who believe they are fighting for a noble cause! It would be as if school books written in 1951 described those attacking Pearl Harbor as an enemy fleet without ever telling students who they were or why they did it. It is an astonishing rewrite of modern history done obviously to appease the forces of political correctness – but it’s not historical education.
FP: What can people do — especially those who are very concerned about this and have kids in schools?
Gabriel: They should go to www.actforamericaeducation.org, and read either the executive summary or the full report or both. They can download and print either or both. There is an action item option on that page where they can find out things they can do. We mailed the executive summary to over 70,000 state and local school board members, and this year a number of our chapter leaders and members met with school board members and school officials to bring their attention to this report. We are going to continue this effort over the next two years, and our goal is to convince as many of the book publishers as we can that they need to revise their books so that they treat the history and central doctrines of Islam more accurately. We’re not opposed to teaching about the major religions in the public schools, as this is part of our history and culture. But the teaching should be accurate, and when it comes to Islam, most of the time it simply isn’t.
FP: Brigitte Gabriel, it was an honor to speak with you. Thank you for everything you do for the cause of freedom and liberty.
We encourage all of our readers to go to actforamericaeducation.org and to read the report and then to spread the word and make a difference.
See also:
by Charles Jacobs:
Last year, the Wellesley Middle School was caught in a nasty controversy when my organization, Americans for Peace and Tolerance (APT), released a shocking video of a student trip to the Roxbury megamosque.
Viewers could see mosque staffers teach the students unadulterated propaganda – among other things, that Muslim women got the vote before women in the West. They also saw Wellesley boys prostrating themselves to Allah alongside Muslim men. The controversy was covered extensively on Boston TV and radio, and the video was seen by almost 500,000 people on YouTube.
As a result, Wellesley schools no longer visit that mosque. Good. But we also asked Wellesley school administrators to go back to the students and correct the false information they were taught, and then to explain what propaganda is.
They refused, and as far as we know, a class full of Wellesley students still believe these falsehoods and don’t know they were lied to. Why are school administrators afraid to tell the truth?
Now, the Newton public school system is enmeshed in a similar controversy about deceptive lessons concerning Muslim women. This time there is an anti-Semitic theme. As with Wellesley, the Newton school administrators are refusing to tell the children they were lied to.
It began when a Newton parent learned that his daughter was being taught – in a school handout — that Israelis incarcerate, torture and kill Palestinian women.
The material came from “The Arab World Studies Notebook,” which has been condemned by serious educators as blatant propaganda. How did this get into the curriculum?
Margo Einstein, Newton’s pro- Jewish “community organizer,” sparked a growing and organized effort to challenge the Newton schools. She has gathered a team of parents and researchers to review the textbooks and circular materials that are being used to teach about Arabs, Jews, Muslims and Christians in our schools.
As a taxpaying Newton resident, I was allowed to address the School Committee last week. A summary of my remarks (below) sketches out the problem and should give enough examples to make us all concerned:
“Teachers in the Newton schools gave students a handout that defamed Israel’s Jews as monsters and savages who imprison, torture and kill Palestinian women. This is not only untrue, the opposite is true, that is, if you want to give students truly horrific examples of violence, murder and intolerance in the Middle East, you have all you can possibly want in Palestinian, Arab and Muslim behavior and history. And not just history – just review the violence of the Arab Spring, the daily slaughter of civilians in Afghanistan, Iraq and Syria.
“But as the Newton schools are guided by what is politically correct, our students cannot learn about any examples of non-Western misconduct. (You are programming our students not to judge the “Other” – only people like us.)
“For example, Arabs today have black slaves in Sudan and Mauritania.
“But you cannot teach that truth. It does not fit the politically correct narrative, that evil in the world comes from white Europeans – and everyone else is a victim. If you point out the obvious, you are a bigot, blaming the victim. “Newton students come from a culture that would not normally abandon blacks who are enslaved today. Nor would they abandon women or gays who are oppressed, but your politically correct education ensures that our children will not learn about the plights of these people in the Islamic realm, or anywhere outside the West for that matter – or that they will be afraid to speak about it. You will have taught them that.
“But you (Newton schools) did give students ‘A Muslim Primer,’ which touts as the best guide to understanding Islam and human rights, by the Egyptian scholar Sayyid Qutb. But it turns out that Sayyid Qutb is the intellectual father of the Muslim Brotherhood. His books are filled with calls for Jihad against Christian, Jewish and secular Muslim societies. The book you gave them promotes the man who inspired Osama bin Laden.
“Women in the Muslim world are third-class citizens. But nobody will explain this in Newton to our students. It’s taboo.
“Instead, Newton North students have been given handouts describing the Muslim world as, I kid you not, ‘a world where womanhood reigns supreme,’ where women are freer than Western women, who apparently ‘have less control over their destiny.’
“Gays are hanged in public squares in Iran, and Christians are besieged by mobs in Cairo, driven from Iraq and terrified in Damascus. But these essential facts are not politically correct and therefore taboo in Newton schools.
Read more at Family Security Matters
Contributor Charles Jacobs is a political activist who co-founded the American Anti-Slavery Group and also the David Project, and also the organization Americans for Peace and Tolerance.
A Newton, Massachusetts parents group concerned about inaccurate and biased content in the Arab World Studies Notebook, a supplemental text used in high school history courses funded by Saudi Arabia, has succeeded in its effort to gain support of school officials to remove the flawed text from public school classrooms. The group also succeeded in having a website, www.flashpoints.info, removed from a list of resources that appears on a school library website.
One section had already been removed from the curriculum in November, 2011 due to its anti-Semitic content. The Notebook was previously removed from public schools in Alaska and Oklahoma.
The Notebook has been the subject of intense criticism by numerous educational and civic groups. The Association of American Educators described the book as “a vehicle for disseminating disinformation, including a multitude of false, distorted, or utterly absurd claims that are presented as historical facts …”
The American Jewish Committee says that the book contains “historical distortion as well as uncritical praise, whitewashing and practically proselytizing…”
The Notebook is published by the Middle East Policy Council (MEPC), and Arab World and Islamic Resources (AWAIR), whose director is also the editor of the book. Both organizations are funded by the government of Saudi Arabia. The MEPC came to public attention in 1998, when Charles Freeman, the then-head of the MPEC, was nominated to chair the National Intelligence Council. Concerns about payments to Freeman from Saudi Arabia and China played a major role in the decision to withdraw the nomination.
The Flashpoints website was removed on October 10th, 2012 from a list of resources provided by the Newton North High School library. The website, which purports to “provide the information needed to make informed judgments”, describes “Fundamental Judaism” as the reason “Israeli Defense Forces feel free to invade and re-occupy Palestinian territory at will, or that Zionist settlers feel justified in driving Palestinians from the land…they’ve also pulled off some high-profile terrorist attacks.” The school explained that at the time the website was added to the resource list, it had a different owner.
Kerry Hurwitz, president of Parents for Excellence in Newton Schools (PENS), said, “We’d like to thank Superintendent Fleishman, and the librarians and teachers who took these matters seriously. Newton prides itself on excellent schools, which should also use excellent material. Removing the Notebook and Flashpoints is a good first step in ensuring that students learn from accurate and non-biased sources.”
For further information or help for your own children’s education, click on www.NewtonExcellence.org or contact PENS at NewtonExcellence@gmail.com
Saudi Arabia’s King Abdullah wrote UNESCO a $20 million check, as the agency seeks to influence the content of worldwide textbooks. (AP)
By Ben Evansky h/t Tanya Grimsley
The UN agency that promotes education wants a say in how future textbooks are written, and Saudi Arabia — a nation whose own school books have been criticized for promoting hatred of Christians and Jews — is helping to bankroll the effort.
The United Nations Educational, Scientific and Cultural Organization (UNESCO) is currently working with member states to revise its strategy for the publication of textbooks and learning materials. According to UNESCO’s website, experts from 21 countries met in Paris last month at a meeting financed by a $29,000 Saudi donation and focused in part on “ways to ensure that content aimed at students systematically reflects cultural and religious diversity, and avoids gender stereotypes.”
Then, last week, Saudi Arabia’s King Abdullah cut a $20 million check to UNESCO’s emergency fund.
Critics warn that the funding will come at a price, and predict the Saudis will want input into what goes into rewritten textbooks.
“Saudi textbooks are extremely hateful and full of xenophobic texts,” said Ali AlAhmed, author of the upcoming book “Saudi School Books: Objective Education or Extremist Indoctrination?” and director of the Gulf Institute in Washington, D.C.
According to AlAhmed, the Saudi funding “shows how xenophobic governments like [that of] the Saudis are able to buy influence.” He said UNESCO was betraying its mandate to uphold “value and standards of education and tolerance” as he warned UNESCO and the UN system as a whole were “susceptible to financial buyouts from countries like Saudi Arabia.”
Drawing from research in his upcoming book, which assessed Saudi school textbooks for the last academic year, AlAhmed gave examples of what Saudi children are taught. He said a guidebook says first-grade teachers should tell students that:
AlAhmed says a ninth-grade book teaches that, “The Jews and the Christians are enemies of the believers. He says an 11th-grade book states, “The cursed are: The Christians and all those who have erred from the true path, and worshipped God with other than his orders.”
Read more at Fox News
Related articles
By J. Christian Adams
National Geographic Explorer’s Hall in Washington D.C. has hosted some of the most prestigious exhibits in America. Previous exhibits have included the Chinese terracotta warriors, as well as the James Caird, the lifeboat Sir Ernest Shackleton miraculously sailed from Antarctica to South Georgia Island in 1916. Currently it is hosting a curious exhibit through February 2013 entitled “1001 Inventions: Discover the Golden Age of Muslim Civilization.” This high tech, slickly produced exhibit explicitly seeks to debunk the “myth” that the dark ages were dark.
The exhibit purports to provide examples of innovations from Muslim civilization, and some of the claims may come as a surprise to those familiar with the Wright Brothers or Yuri Gagarin.
I recently visited “1001 Inventions” which was housed on the same floor as a fantastic Titanic exhibit. I purchased entry to the museum at a ticket booth staffed by Rebecca Head, a National Geographic employee. Perhaps assuming I was heading to see the Titanic exhibit, Head pushed attendance at 1001 Inventions – “There is a really great exhibit on Muslim inventions you should see.”
The exhibit begins with star power – a short movie starring Academy Award-winner Ben Kingsley. Kingsley plays a librarian who faces a trio of young uniformed (presumably British) students seeking information about “the dark ages.”
Kingsley’s character bristles at the children’s characterization, critical of those “filling your head with such nonsense and ripping down the good of former civilizations.”
But “everyone knows the Greeks and Romans invented everything!” one child replies.
Kingsley’s librarian doesn’t equivocate – “some of the most important discoveries” were made by “Muslim civilizations.”
Harry Potter-style magic takes over, and Kingsley is transformed with beautiful flourish from an English librarian into the exotic turban wearing historical figure of Al-Jazari. The children are enthralled, both on the screen, and in the audience.
Al-Jazari informs the three children that a grand civilization “that stretched from Spain to China” was responsible “for some of the most important discoveries” in the world. These include, according to Kingsley’s transformed Al-Jazari, devices such as the camera.
And herein lies the most fascinating characteristic of the entire exhibit – the slipperiness of its language. Indeed, language throughout the exhibit, as we shall see, becomes a way to trick attendees. Cleverly chosen words nudge readers toward unsupported conclusions. Myth mingles with science. Rumor becomes history.
Consider the “invention” of the camera. Al-Jazari, portrayed masterfully and magically on screen by Kingsley, says “he” was responsible for explaining “how our eyes work” and developed camera obscura. Even if it is historically accurate that Al-Jazari pioneered camera obscura, the slithery language of the screenplay generates an inference that Al-Jazari is somehow legitimately involved in the chain of inventions culminating in my Nikon 35mm.
I was reminded of George Orwell’s Politics and the English Language when he wrote: “But if thought corrupts language, language can also corrupt thought.”
Kingsley’s Al-Jazari fulfills Orwell’s warning in the film when he introduces another Muslim inventor, Abbas Ibn Firnas, who “dared to dream man could fly 1000 years before the Wright Brothers.”
Outside the theater, Firnas is featured in a flight exhibit. Firnas is “said to be the first person who tried to fly. His first attempt which has passed into legend took place when he leapt from the minaret of the Great Mosque in Cordoba. Equipped with a glider with wooden struts, he managed to fly and landed more or less unharmed. [His] next flight was more ambitious. From the top of a nearby hill, he launched himself and his flying machine, apparently gliding for some distance before falling, a problem blamed on the lack of a tail.”
Notice all of the tricks of language. He was the first “who tried to fly,” and “passed into legend,” “more or less unharmed,” the “flying machine,” (implying moving parts), and “apparently gliding for some distance.” Naturally he also diagnosed that that cause of his failure was the want of a tail. The exhibit neglects to inform us about whether he applied this fix to his “machine.”
The exhibit also features an interactive game for children where they can help Firnas fly by flapping their arms.
This all might seem harmless, but consider the argument I had with my 8-year-old after leaving the exhibit. She was convinced that the Wright Brothers were not the first to fly, and instead it was Firnas launched from the mosque at Cordoba a millennium ago. This would not be the only instance when thought corrupted the language of the exhibit, which in turn corrupted thought, at least among the more impressionable.
The short introductory film with Kingsley playing Al-Jazari goes on to tell the three on-screen students (and the many children in the theatre) that the 1001 inventions include medical devices, ideas or unspecified things which somehow led to the compass and GPS satellite navigation and the very Industrial Revolution itself.
Al-Jazari hands the children a book called “1001 Inventions: Muslim Heritage in Our World” and urges them plainly to “spread the word.”
Maybe the list of the 1001 inventions was in the book, but they were nowhere to be found in the exhibit hall. But the book is available for school curricula teaching about the exhibit.
Instead of a list of 1001 inventions, there was more slippery language throughout the exhibit. Consider the station boldly entitled “Creating the Chemical Industry.” It starts, “some sources say” that in the 8th Century Jabir ibn Hayyan used an Islamic alembic for distillation. How does distillation, a process that existed for 2,800 years before Jabir, have any bearing on “creating the chemical industry”? The exhibit gets around to that question, sort of.
“Scientists of this period laid important foundations of the modern chemical industry.” These include new ways of “classifying substances,” sort of like Aristotle classifying Earth, Air, Fire and Water a millennium before Jabir. But other Muslim scientists developed varnishes, synthetic chemicals, paints and pesticides, we are told. No details are provided for these very specific inventions.
Other “inventions” or skills used (and therein lies the riddle) described in the exhibit are windmills, water pumps, and crop rotation. One exhibit entitled “Home Life” claims that the influence of Muslim civilization on modern living is ubiquitous. “From gardens to games, fashions to fabrics, clocks to cameras, today’s home life is packed with influences from early Muslim civilization.”
The Soviets were notorious for claiming communists were the first in everything. At least with human rocket travel, they were right. But the exhibit steals the Soviets’ thunder:
The desire to blast off in a rocket has been alive for centuries. The famous traveler Evlia Celebi recorded that the first person to take a rocket powered flight into the sky was his brother, Lagari Hasan Celebi, in 17th Century Turkey. Celebi’s gunpowdered fueled rocket is said to have carried him high into the sky, where he spread out his wings, glided down and plunged into the Bosporus.
Sounds like the Space Shuttle. This story of Celebi is juxtaposed with a photo of an American Apollo moonwalker.
Notice, again, how the language hedges bets. A “famous” traveler reported his brother was the first to fly in a rocket. Since he is famous, it is likely to be true. The exhibit does not say a gunpowder rocket carried him high into the sky, but rather, the rocket is said to have carried him high into the sky.
The rocket story borders on dishonesty, as do so many other parts of 1001 Inventions. An exhibit purporting to present history, especially one sponsored by National Geographic, has an obligation to say what the history is. Instead the language of the exhibit equivocates, prevaricates, and in the worst moments, tricks the unwary.
Naturally, all of this raises the question of whether the slipperiness of the exhibit is deliberate or accidental. Knowing more about the sponsors may be illustrative. The Abdul Latif Jameel Community Initiatives sponsors the exhibit, a group which proudly sponsors scholarships at MIT.
Read more at Front Page
By Bryan Fischer at Renew America
Barack Obama and the Ministers of Propaganda in the meanstream media repeat ad nauseum the utterly unfounded and spectacularly erroneous myth that Thomas Jefferson hosted the first Iftar dinner at the White House.
He most certainly did not.
In fact, the very first Iftar dinner at the White House was held by George W. Bush a mere month after Muslims, inspired by the commands of Allah through his prophet as preserved in the most holy Koran, obliterated 2,973 innocent Americans on 9/11. President Bush gamely verbalized the pathetic nostrum that Islam is a “religion of peace,” but all that meant is that Muslims were able to play him for a chump.
Now Jefferson did host a temporary Muslim envoy for dinner at the White House in 1805, and it happened to be during Ramadan. The envoy, who celebrated his Muslim-hood by requesting prostitutes as soon as he set foot on American soil, said he could not come at the scheduled time of dinner, 3:30 p.m., because of Ramadan, but could come after sundown. Not to mention that he would probably be occupied with his infidel call girl until then anyway.
Jefferson courteously agreed. But he didn’t change the menu to make the dinner halal or Muslim-friendly or anything of the sort.
In fact, Jefferson was rather aggravated with this envoy and Muslims in general at this time. The whole reason this envoy was even in Washington, D.C. was because Muslim pirates had been raiding American ships for decades, plundering their cargo and selling captured sailors as slaves. Muslims overall sold more people into slavery — one million — than were involved in the entire history of the slave trade with the West.
Jefferson as president finally had had enough of this foolishness and the craven submission of the U.S. to Muslims thugs by paying them tribute to leave our ships alone. He decided to send the Marines into Tripoli, and in they went, inspiring the phrase in the Marine hymn, “to the shores of Tripoli.”
Marines to this day are called Leathernecks because they wrapped thick strips of leather around their necks before the attack because they knew that the holy prophet Muhammad, peace be upon him, commanded his loyal followers to slice the heads off every infidel they could find.
Fatuously misguided leftists, including President Obama, mindlessly celebrate the fact that Jefferson owned a copy of the Koran. Our first Muslim congressman, Keith Ellison of Minnesota, even used Jefferson’s Koran as a part of his swearing-in ritual when he took the oath of office.
But Jefferson purchased a copy of the Koran not to celebrate the cultural richness of Islam but to figure out why Muslims were determined, against all principles of humanity in general and Christianity in particular, to rape and pillage innocent Christians who had done them no harm whatsoever.
(As a footnote, it’s worth nothing that Jefferson’s copy is not a “holy” Koran, because it is translated into English. Only Korans in the original, Allah-breathed Arabic are considered holy.)
Jefferson himself, along with John Adams, had gone to London in 1786 to have a sitdown with the Muslim ambassador who represented the Barbary pirates of Tripoli. They asked him a simple and direct question: by what right do you extort money from us and enslave us?
Jefferson reported the ambassador’s response to Congress: “[That right] was founded upon the Laws of the Prophet, that it was written in their Koran, that all nations who should not have answered their authority were sinners, that it was their right and duty to make war upon them wherever they could be found, and to make slaves of all they could take as prisoners, and that every Musselman who should be slain in battle was sure to go to Paradise.”
Jefferson bought a copy of the Koran because he found it hard to believe that any religion could be as dark, dangerous, evil and wicked as this. He had to check it out for himself.
Lo and behold, he read, in his own copy of the Koran, the command of Allah through his holy prophet, peace be upon him: ” Slay the idolaters wherever you find them. Arrest them, besiege them, and lie in ambush everywhere for them” (Sura 9:5).
Jefferson, as president, finally got to the place where he had had it up to here with paying extortion money to these pirates and murderers, and ordered a blockade of Tripoli. The USS Constitution captured a number of Muslim vessels who were trying to run the blockade, and Jefferson’s dinner guest had been sent by the Bey of Tripoli in an effort to get his ships back.
So the purpose of the dinner was not for Jefferson to celebrate the multi-cultural marvels of this benighted religion, but to inform this ambassador that Americans were done being played for saps, and from now on were going to play hard cheese with Muslim pirates, murderers, enslavers, and rapists whether they were inspired by their Holy Koran or no.
Bottom line: prior to 2001, the only White House tradition when it came to Iftar dinners was not to have them. May the day come when that tradition is resumed.
Bryan Fischer is the host of the daily ‘Focal Point’ radio talk program on AFR
Talk, a division of the American Family Association. ‘Focal Point’ airs live
from 1-3 pm Central Time, and is also simulcast on the AFA Channel, which can be
seen on the Sky Angel network.
Follow Bryon Fischer on Twitter: @BryanJFischer, on Facebook at “Focal Point”
by Soeren Kern
British teachers are also reluctant to discuss the medieval Crusades, in which Christians fought Muslim armies for control of Jerusalem: lessons often contradict what is taught in local mosques.
In Cheshire, two students at the Alsager High School were punished by their teacher for refusing to pray to Allah as part of their religious education class.
In Scotland, 30 non-Muslim children from the Parkview Primary School recently were required to visit the Bait ur Rehman Ahmadiyya mosque in the Yorkhill district of Glasgow. At the mosque, the children were instructed to recite the shahada, the Muslim declaration of faith which states: “There is no god but Allah and Mohammed is his messenger.” Muslims are also demanding that Islamic preachers be sent to every school in Scotland to teach children about Islam, ostensibly in an effort to end negative attitudes about Muslims.
British schools are increasingly dropping the Jewish Holocaust from history lessons to avoid offending Muslim pupils, according to a report entitled, Teaching Emotive and Controversial History, commissioned by the Department for Education and Skills.
British teachers are also reluctant to discuss the medieval Crusades, in which Christians fought Muslim armies for control of Jerusalem: lessons often contradict what is taught in local mosques.
In an effort to counter “Islamophobia” in British schools, teachers now are required to teach “key Muslim contributions such as Algebra and the number zero” in math and science courses, even though the concept of zero originated in India.
Read more: Family Security Matters
By Justin O. Smith
Willful ignorance, a lack of real analysis and discernment and perspective, and the denial of documented history has been the mainstay of ‘The Tennessean’, as
it uses contributors from the Univ of California at San Diego and Washington & Lee School of Law who have thrown ill-informed accusations of “racism” and “fear of losing influence” to counter arguments against building the Islamic
Center of Murfreesboro, Sharia finance within U.S./Tenn governments and Sharia
compliant rules and guidance for U.S./Tenn schools and textbooks.
By conflating “racism” and a battle to halt the entry of the totalitarian, freedom-killing and anti-Human Rights core tenets of Sharia doctrine and Islam into the U.S. legal
system, they have shown that they are truly ignorant of the ideas that comprise
Sharia law and the evil and the threats that this Islamic ideology represents in
America, or they are fully cognizant of the consequences of their actions and
have joined the Left-Muslim alliance in an effort to neutralize and/or destroy
the founding ideas of our nation, based on the marriage of Equality and Freedom
and Christianity!
Essam Fathy, head of the ICM building committee, Imam Ossama Bahloul and Saleh Sbenaty, MTSU professor and ICM spokesperson, are sometimes heard praising Our U.S. Constitution. And why wouldn’t they? This Sacred Document is their tool to our own destruction, as it is being used to advance the fascism of Sharia law and Islam… beguiled by the dhimmis, advocates and appeasers of Islam, such as Mayor Earnest Burgess and Tennessee Governor Bill Haslam. Bahloul recently stated after the ICM opened, “…religious freedom is a fact existing in this nation.” If not for the fact
that so many within the ICM are known Muslim Brotherhood members and Hamas
supporters, I would find Bahloul almost believable. But, these men are less
interested in “religious freedom” than they are in seeing the validation of
Islam and forcing America’s majority to accept Islam’s demands. Otherwise, they
would not be collaborating with CAIR and Abdoulrahman Kittah to implement and
enact their Islamic agenda for schools and textbooks through the Rutherford
County legal counsel, Angela McCloud.
The ICM’s own views bely their assertions of a belief in Freedom and the U.S. Constitution, and those views are remarkably close in sentiment to Aliya Izetbegovic’s views. From the ICM’s 2008 website: “The main focus is to insure the Masjid/mosque has a stronghold on our community and to expand beyond religious teachings…We must work hard so that the ICM has a prominent role in the development and progression of not only Murfreesboro, but Middle Tennessee.”
Consistent with Islamic thought and motivation and aligned with Sayeed Qubt’s teachings, ‘The Islamic Declaration’ (1970) became a driving force in the Bosnian “civil war” when author Aliya Izetbegovic won the 1990 elections. Aliya asserted that Islam was incompatible with non-Islamic systems and that peace and coexistence could never occur between the Islamic ”religion” and non-Islamic social and political institutions; wherever it takes root, Aliya contended Islam must create an Islamic republic, once it is strong enough. In this state, “it is particularly important that education and the media should be in the hands of people whose Islamic moral and intellectual authority is indisputable.”
Before the war, Bosnian Muslims were highly secular in their perspectives, but returning
mujhadeen/holy warriors from Afghanistan and an insertion of foreign Islamic
fundamentalists soon influenced a shift. Muslims were promoted as the dominate
group, although short of a majority. Islam expanded in the schools, and new
textbooks emphasized the benefits of Ottoman rule. The government encouraged the
Islamic religion and gave Muslims preference in hirings and promotions, in much
the same manner as Pres. Obama’s administration has proceeded. More importantly,
the Bosnian military became Islamicized!
Just exactly what are the great contributions Islam has made to American society that its “scholars” should be given access and even any limited control over textbook contents? … A new “terror” lexicon and innumerable plots against the U.S.? Does anyone really think it’s a good idea to allow them access to our children’s minds? We’ve
already seen their Islamic schools in action at Dar al-Hijrah and the Saudi Islamic Centers in Virginia that exhibit textbooks rife with the most vile anti-Semitism and anti-American Islamic racism and propaganda.
In 1977, the Hamburg Symposium for the Euro-Arab Dialogue opened with a flurry of
speeches expressing contempt for anyone questioning the doctrines of Islam,
while exhalting the Islamic civilization as a “beacon of light.” The Arab
delegates exploited the opportunity for claiming once more the Islamic origins
of Judaism and Christianity, for promoting Abraham as a prophet of Allah and
Jesus Christ as a failed earlier version of Mohammed. And nobody had the
strength of will and conviction to oppose this lie with an indignant yell, “Have
you lost your mind?”
Why would we give any credence to Islamic imams’ suggestions for our schools when their own “religion”/ideology is based on lies, and they consistently rewrite history to suit their agendas? Along with their Palestinian myth, Islamic scolars would have us believe, erroneously, that paper was invented by Muslims rather than the Chinese and that Damascus and Baghdad made Pericle’s Athens and Augustus’ Rome look like squalid villages. Most educated, intelligent people reconize that the study of blood circulation
originated with Hippocrates, But Islamic scholars promote Ibn Sina, a Muslim, as
the pioneer of this science.
America has already witnessed Muslim students force the removal of crucifixes from the walls of Catholic universities. How much longer before they demand that ordinary U.S. citizens cannot openly display their crosses, just as they have done in the U.K.? Along with the symbols of competing religions, Islam would like to ban the blasphemous works of Voltaire and Victor Hugo; biology too must be banned because it is “immodest”
and deals with the human body and sex. And, of course, they cannot participate
in gymnastics or swimming.
While some of our public schools and educators attempt to teach the full equality of men and women, private Islamic schools still teach the following: Women should be subservient to men, and Muslims must keep their distance from infidels. Muslims should view the democratic societies in which they live with contempt and regard them as transitory, destined to be replaced by an Islamic caliphate governed according to Sharia law. And, the reinforce the sexual morality that young Muslims learn at home, which allows polygamy for men, prescribes stoning to death female adulterers and rape victims but not the rapists, and demands the deaths of homosexuals.
America is infected by a plague of islamofascism in collusion with an indigenous fascism. Our presumed educators and school board officials scatter the infection even in elementary and pre-schools where showing a Nativity scene or a Santa with toys
is considered an insult to Muslim children; and, exponentially more intensified
in the high schools and exacerbated in the universities, the lies are perpetuated through indoctrination as history is rewritten and falsified. Islam is presented to Americans as a religion of tolerance, peace and mercy as seen in MTSU’s philosophy department. Historical fact notes “the Big Lie” and tells quite a different story.”
Far too many Americans are enduring this despotism on all levels of government, from the White House and the Dept of Justice right down to the Rutherford County Commission and School Board and the ICM Board, either from ignorance, fear or pure complacent apathy. Many do not realize that their silence or submission helps the new combined nazifascism of the Left-Muslim alliance to grow. I hope You are listening America, because I don’t want to be like one of the forgotten anti-fascists who warned against Mussolini and Hitler seventy or eighty years ago. And those who ignored the
warning suffered the shame and infamy of their choices!
How much longer will it be before our educators demand of our children that anytime they may have an occassion to write the name “Mohammed,” it must be followed with
“PBUH”… “peace be upon him”?!? This battle is for nothing less than the very
essence of Freedom… Freedom’s nature!
Justin O. Smith is a concerned citizen with a B.S.-MTSU/ International Relations & Cultural Geography, ex-firefighter, U.S. Army and freelance writer.
