‘Pro-Palestinian’ Thugs Attack Jews on U.S. Campuses

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And strangely, it’s a distant country that wants to do anything about it.

Front Page Magazine, by P. David Hornik, Aug. 18, 2016:

Israel has a history of helping, sometimes saving, Jewish communities in distress. The idea that Israel is responsible for all Jews has a special place in the Israeli ethos.

This week the Foreign Affairs and Defense Committee of the Knesset held a meeting to discuss the case of a Jewish community in distress. The bipartisan meeting was jointly called by MK Anat Berko of the right-of-center Likud Party and MK Nachman Shai of the left-of-center opposition party Zionist Union.

Strangely, the Jewish community in question was not one living in a failed state or an oppressive dictatorship. Instead, the focus of the meeting was on the United States—specifically, the Jewish students at its universities.

American universities are, of course, a major arena of anti-Israeli activity including Israel Apartheid Weeks, BDS (Boycott, Divestment, and Sanctions) advocacy, and the silencing—often through violent disruption—of Israeli or pro-Israeli speakers.

The Knesset members were told that:

· Jewish students in institutions such as NYU, the University of Pennsylvania, Connecticut College, the University of Oklahoma, Harvard, Claremont College in Los Angeles, Vassar College in New York, and many others have been subjected to harassment by BDS and Students for Justice in Palestine activists, including the taping of eviction notices to their doors. Jewish students who have approached campus administrations for help say they avoid taking action. In one case, at NYU, some anti-Jewish students who had posted “eviction notices” were expelled.

· Students for Justice in Palestine has been compiling lists of Jewish students on American and Canadian campuses with details of their dorm addresses, raising real concern about the students’ safety.

· The universities claim to oppose anti-Israeli and antisemitic activity—and, of course, abuse of any kind on a racial, ethnic, religious, gender, or sexual-orientation basis, to the point of providing “safe spaces” and the like for students who feel they have been offended. Yet, in reality, it’s open season for students who engage in such activity as long as it’s directed at Israel or Jews. At the University of Tennessee, Knoxville, students and former students tied to Students for Justice in Palestine and the Muslim Students Association have praised Hitler, threatened violence, incited violence, and endorsed terror organizations in social-media posts. Jewish groups in Tennessee have expressed “anger, disappointment and worry” at the university’s “tepid response” to complaints.

· Out of 941 reported antisemitic incidents in the U.S. in 2015, 90 occurred on university campuses. Those 90 marked an increase of almost 100% from 47 in 2014. Amnon Goldstof, head of an Israeli reserve-soldiers NGO call Reservists on Duty that has recently toured the U.S., told the Knesset committee that “Jewish students are the most persecuted minority on [U.S.] campuses.”

· MK Berko said that it has become almost impossible for Israeli or pro-Israeli speakers to address students at U.S. campuses. She told the committee that “when she was supposed to give a lecture on a US college campus, it had to be moved because protesters blocked the hall where it was supposed to take place.” Also attending the meeting was Tzahi Gabrieli of the Strategic Affairs Ministry, who “said the physical intimidation of the sort Berko faced is the most common on campuses.”

The latter part of the meeting, in which Gabrieli detailed the Strategic Affairs Ministry’s approach to countering the anti-Jewish phenomena, was held behind closed doors.

Meanwhile, New Jersey governor Chris Christie has signed a law prohibiting the state’s public worker pension fund from investing in companies that boycott Israel and support BDS.

New Jersey thereby becomes one of over a dozen states that have passed anti-BDS laws this year. This is a welcome and laudable development. It is, though, strangely discordant with a situation where “pro-Palestinian” activists are allowed to attack Jews on U.S. campuses. Even stranger is that a distant, foreign country—Israel—is taking upon itself the task of doing something about it.

The time for the U.S. authorities to crack down on these thugs is now.

Also see:

What Do American Schools Teach About Islam? PC Or Nothing

Photo amrufm / Flickr

Photo amrufm / Flickr

The Federalist, by Joy Pullmann, Aug. 16, 2016:

Jenny McKeigue’s youngest child enters seventh grade this fall, and she plans to excuse him from a world history class requirement to recite a Muslim conversion prayer called the shahada. McKeigue spent four years attempting to convince her school board in Olmsted Falls, Ohio, to alter some lessons and replace history textbooks after her oldest son in 2012 showed her a reality TV episode his teacher had played in class.

In “30 Days: Muslims and America,” an imam tells a Christian man attempting to live as a Muslim for 30 days that Muslims and Christians worship the same god. The Christian struggles with that idea but ultimately accepts it.

Independent reviewers McKeigue requested also found errors in the district’s textbooks such as listing eleven biblical commandments and stating Muslims historically “practiced religious tolerance” by requiring Christians and Jews to pay extra taxes—not mentioning the alternative was often death. McKeigue said comparative class time and materials were not devoted to other major world religions such as Judaism and Christianity.

The district recently did buy new textbooks—a newer version of the one McKeigue had objected to, which contains many of the same errors.

Take and Read

Textbook errors are so common that several independent organizations review textbooks full-time. The Florida-based Citizens for National Security has issued the most comprehensive reviews about how textbooks treat Islam, and Chairman William Saxton says he fields about six related inquiries per day.

CFNS reports chronicle sins of omission and commission—such as saying “war broke out” between Palestinians and Israelis although one side was the aggressor, glossing over historical realities such as Muslims holding slaves and proselytizing by the sword, and inaccuracies such as stating Jesus was a Palestinian when Palestine did not exist until more than 100 years after his crucifixion.

One of CFNS’s YouTube videos points out that the high school history textbook used in the Boston bombers’ public school, Cambridge Latin School, makes straightforward religious claims about Islam no textbook would mimic in a description of any other religion: “Muhammad’s teachings, which are the revealed word of God…” An unbiased textbook would say something like “Muslims believe Muhammad’s teachings are the revealed word of God.”

Saxton is a retired U.S. intelligence officer with a Harvard University doctorate who volunteers for CFNS. He won’t say which agencies he’s worked for besides the Department of Defense, but will say he has investigated jihadist propaganda professionally. He began going through all the textbooks he could find after visiting a grandson in California in 2009 and looking up the sections on Middle Eastern history.

“That’s when the light lit,” he said. “I said ‘Whoa, we have a problem.’ This is a cultural jihad. It’s a dangerous form because no one is going to know about this.”

He quotes Shabir Mansuri, the founder of the Muslim-Brotherhood-connected Council on Islamic Education, who said their work reviewing textbooks for major publishers is intended to produce a “bloodless” cultural revolution. Reaction to such statements prompted CIE to change its name to the Institute for Religion and Civic Values, where Mansuri continues to review history textbooks for major publishers, write lesson plans, and give seminars to teachers.

Follow the Money

Taxpayers often fund these activities through government grants and contracts, and IRCV claims a “significant working partnership” with the U.S. State Department. It reviewed the textbook McKeigue objected to in her kids’ schools (Holt 2006).

Former CIE senior researcher Susan Douglass now runs a education outreach program for an influential Georgetown University center endowed in 2005 by a $20 million gift from Saudi prince Alwaleed Bin Talal. Recently declassified documents suggest links between the Saudi Arabian government, al-Qaeda, and the perpetrators of the 9/11 attacks.

Talal, one of the world’s richest men, has suggested America’s foreign policy deserved some blame for 9/11 and donated to the terrorist-linked Council for American-Islamic Relations. John Esposito, the founding director of Talal’s Georgetown center, has raised money for CAIR and publicly promoted organizations the U.S. government later designated terrorist organizations.

The center also receives federal Title VI funds for developing K-12 curriculum materials. Like Mansuri, Douglass travels the country giving seminars at museums, school districts, and conferences. Teacher resources she has written read like Muslim apologetics, including claims such as: “Customs such as honor killing are not part of Islam”; “Of the many current misperceptions about Islam, perhaps the most widespread is that women in Islamic law and Muslim society are oppressed and lack rights”; and “Jihad may not be conducted either to force people to convert or to annihilate or subdue people of other faiths.”

Talal also gave $20 million in 2005 to Harvard University for a similar, federally funded center of resources for K-12 teachers. Many U.S. campuses host such centers, whose employees present themselves as experts to textbook publishers, school teachers, and the media, said Winfield Myers, the director of academic affairs at the Middle Eastern Forum.

“You can see the actual genocide carried against the Christians in the Middle East with very little protest from these departments, because of so many years of Arab supremacism,” Myers said. “In the main, the Middle East studies departments are anti-Western and anti-Israel.”

Don’t Ask, Don’t Tell

The prevalence of Saudi money in American higher education “gives incentives for not asking critical questions,” Myers said. Exacerbating this tendency is that asking questions about Islam quickly sparks accusations of racism, said Shireen Qudosi, an American Sufi Muslim who lives in California.

“Because we’re limited our ability to have these conversations it leads to this entitled attitude of ‘Because I’m Muslim I deserve something extra,’” she said from her cell phone in the car as her five-year-old son, Reagan, fussed in the back seat. She excused herself to hand him a snack.

Her frustrations with Islam in American schools are largely social: “Arabs see themselves as superior and their culture as the only authentic Islamic culture. And since they’re the ones with the money, what they say gets put into play.” Since they fear losing jobs and reputation if accused of racism, school administrators and social workers often sideline Muslim-related conflicts, leaving families to fend for themselves.

This also affects curriculum, because it motivates curriculum companies to similarly downplay religious and racial conflict, at the expense of accuracy and substance. High school teacher Elizabeth Altman, for example, spent eight weeks last summer with materials all over her dining room table, “tearing my hair out” to rewrite her Advanced Placement European history class to fit new guidelines: “I tried to take Sundays off. Tried.”

College Board’s AP tests can earn students college credit in high school. In 2015, 110,000 students took the AP European history exam, and for most it will be their last world history class.

“I was thinking ‘I hope I die before graduation so I don’t have to do this’” because the new material is so tedious and vague, said Altman, who is also the assistant principal at Our Lady of the Sacred Heart Academy in Rockford, Illinois, before diving into a detailed explanation of what the College Board left out of its new, 237-page course description.

Goodbye, Religion

Islam is almost completely absent, but it’s not just Islam. Religion, period, has been relegated to a few glancing mentions, notes an extensive review of the curriculum changes from the National Association of Scholars. For example, it treats the Holocaust as a political and racial episode, leaving aside the religious elements.

“To leave religion out as a motivation for war or for domestic policy decisions is to leave out half of the human character,” Altham said. “To treat religious belief as simply a convenient belief of the ruling class is to ignore that the ruling class generally has genuine belief.”

So while ISIS is destroying Roman ruins in Syria because they consider them pagan works of infidels not worth preserving, Western intellectuals are performing an analogous intellectual exercise by erasing major human motivations and pivotal historic events in ways that hamper young Americans’ ability to understand historic and current world affairs, said David Randall, the author of the NAS report.

“Islam is the great inheritor and great rival” to Christian civilization throughout European history, Randall said. “You need to know that.” Since “the war-torn edges between Islam and Christianity depend on the rivalry of religious claims,” it’s impossible to understand European history without understanding exactly what motivated people then—and today.

Joy Pullmann is managing editor of The Federalist and author of the forthcoming “The Education Invasion: How Common Core Fights Parents for Control of American Kids,” from Encounter Books.

I LOVE ISLAM

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Frontpage, by Dr. Stephen M. Kirby, April 22, 2016:

What are Muslim-American children being taught in private Islamic schools?  We can learn about some of it by looking at the I Love Islam series used to teach elementary-level Muslim-American children about Islam.  This series consists of five textbooks, each with a corresponding workbook and teacher/parent guide.  It is published by the Islamic Services Foundation (ISF).  According to the introduction to the series, its purpose is to gradually introduce Muslim students “to the essentials of their faith” by bringing “to light the historic and cultural aspects of Islam.”  And according to the ISF website, the I Love Islam series “is one of the best-selling Islamic curriculums in the US and Canada.”

So what does this series teach?

It’s Palestine, not Israel

When it comes to showing the State of Israel, this series takes two approaches in depicting maps of the Middle East.

In the first approach, the geographical boundaries of the State of Israel are shown, but Israel is not named.  The first example of this is on p. B7 of I Love Islam 1.  Here states such as Saudi Arabia, Syria, Jordan, Iraq, and Egypt are named; but there is no such mention of Israel.  An interesting addition is found when this same map is used again on p. B2 of I Love Islam 2.  On this map, the geographical boundaries of the State of Israel are now labeled “Palestine.”  On p. A24 of I Love Islam 4, there is another map titled “Map of Palestine”; it includes the geographical boundaries of the State of Israel.  This map shows the Gaza Strip, the West Bank, and the Golan Heights, which is labeled “Occupied by Israel”; this is the only mention of Israel on that map.

With the second approach, Israel is mentioned on other maps used in this series.  However, these maps are noticeably different from the maps mentioned above, in that these latter maps have more details and the print can be much smaller.  The nature of these maps is so different from the ones used in the first approach that they appear to have been taken from some type of geography book.  So if one looks closely (a magnifying glass helps), the name “Israel” can be found on the following three maps: I Love Islam 2, p. D13 (a map focusing on Egypt); and I Love Islam 4, pp. F8 and F24 (maps focusing on the African continent).  But the small print and the extensive details on these maps would most likely deter the average elementary school-age student from examining them closely.

So in reality the Muslim-American children are being taught that the State of Israel does not exist.  And, correspondingly, throughout this series the location for the city of Jerusalem is repeatedly stated as being in “Palestine”.[i]

Christians are in the “lowest status”

The Muslim-American children are taught this about Christians:

Many Christians believe that God has three parts:

  1. God the father,
  2. God the son, or Jesus Christ
  3. God the Holy Spirit

In Christianity this is known as the Trinity.  It says that the one God consists of three people.  AstaghfiruAllah![[ii]]  This is also a major form of shirk.  As Muslims we know that God is the only Creator of the Universe.  God or Allah does not have a father or a son and cannot be divided into two or three parts.

I Love Islam 5, p. A41

Shirk is the worst sin in Islam.  The Muslim-American children learn that those who commit Shirk fall “from a very high status to the lowest one,” and are “forbidden” to enter Heaven.[iii]  So Christians have fallen to “the lowest status” and are forbidden from entering Heaven.

The Muslim-American children learn that a person who commits Shirk is called a Mushrik.[iv]  And the plural form of Mushrik is Mushrikun, so Christians are Mushrikun.

But why does it matter if Muslim-American children are being taught that Christians are Mushrikun?  Because they are also being taught to learn and practice the teachings of the Koran.[v]  So what does the Koran say about Mushrikun?

Here are some verses dealing with Mushrikun from a popular, authoritative translation of the Koran: Interpretation of The Meanings of the Noble Qur’an:[vi]

9:5 – Muslims are commanded to kill Christians unless the Christians convert to Islam:

Then when the Sacred Months (the 1st, 7th, 11th, and 12th months of the Islamic calendar) have passed, then kill the Mushrikun wherever you find them, and capture them and besiege them, and lie in wait for them in every ambush.  But if they repent [by rejecting Shirk (polytheism) and accept Islamic Monotheism] and perform As-Salat (the prayers), and give Zakat (obligatory charity), then leave their way free.  Verily, Allah is Oft-Forgiving, Most Merciful.

9:28 – Christians are impure and forbidden from entering Mecca:

O you who believe (in Allah’s Oneness and in His Messenger Muhammad)!  Verily, the Mushrikun (polytheists, pagans, idolaters, disbelievers in the Oneness of Allah, and in the Message of Muhammad) are Najasun (impure).  So let them not come near Al-Masjid Al-Haram (at Makkah) after this year…

9:33 – Islam will be superior to Christianity, even though the Christians don’t like it.

It is He Who has sent His Messenger (Muhammad) with guidance and the religion of truth (Islam), to make it superior over all religions even though the Mushrikun (polytheists, pagans, idolaters, disbelievers in the Oneness of Allah) hate (it).

9:113 – Muslims are forbidden from asking Allah to forgive Christians who die as Christians:

It is not (proper) for the Prophet and those who believe to ask Allah’s forgiveness for the Mushrikun ((polytheists, idolaters, pagans, disbelievers in the Oneness of Allah), even though they be of kin, after it has become clear to them that they are the dwellers of the Fire (because they died in a state of disbelief).

15:94 – Muslims are to shun Christians.

Therefore proclaim openly (Allah’s Message – Islamic Monotheism) that which you are commanded, and turn away from Al-Mushrikun (polytheists, idolaters, and disbelievers).

98:6 – Christians are among the worst of creatures (there is a double-tap here).

Verily, those who disbelieve (in the religion of Islam, the Qur’an and Prophet Muhammad) from among the people of the Scripture (Jews and Christians) and Al-Mushrikun, will abide in the fire of Hell.  They are the worst of creatures.

So the I Love Islam series ultimately teaches that Christians commit the worst sin in Islam; they are impure and forbidden from entering Mecca; Muslims are to shun them and not pray for them, but rather are to fight against them; that Christians are among the “worst of creatures”; and Islam is to be superior to Christianity.

The Example of Muhammad

Rasoolullah [Muhammad] was the best Muslim ever, and his job was to show all the Muslims the best way to do things.  If we follow him, we will have a better understanding of how to practice Islam.

I Love Islam 4, p. C19

Throughout this series Muhammad is continuously lauded as the perfect role model to be followed if one wants to become an excellent Muslim.  And it is specifically mentioned that the Sira (Seerah) of Muhammad “is there for us to learn lessons from.”[vii]  The Sira is the authoritative biography of Muhammad, titled The Life of Muhammad (Sirat Rasul Allah).[viii]  Here are some of the examples of Muhammad found in the Sira that “show all the Muslims the best way to do things”:

  1. Muhammad ordered adulterers to be stoned to death – pp. 266-267, 652, and 684.
  2. After a tribe was defeated, Muhammad would distribute some of the captured women and children among the Muslim warriors, and sell others of the captives – pp. 466, 511, and 791, n. 914.
  3. Muhammad possessed and gave away slaves – pp. 499, 511, 576, 593, and 677.
  4. Muhammad supervised the beheading of 600-900 captured Jewish males – p. 464.
  5. Muhammad said that Muslims could beat their wives, “but not with severity” – p. 651.

Children, try your best to be like the Prophet, to think and act like him. This is why it is so important for us to learn the Seerah!

I Love Islam 2, p. B46

Conclusion

Elementary school is where children really start learning about the world around them.  Beliefs and attitudes can be formed that may be difficult or impossible to later change.  This brief overview of the I Love Islam series gives us an insight into what many Muslim-American children are being taught about Israel, Christians, and proper conduct in their lives.  These “essentials” of Islam should not be comforting to non-Muslims.

Catholic School That Invited Pro-Jihad Speaker Doubles Down

St-Petersburg-Bedier

By Pamela Geller, April 8, 2016:

Read the letter the quisling principal sent to parents, justifying his invitation to have a terror-tied CAIR speaker address the children at his Catholic school.

Father Rosin, where is the invitation for Wafa Sultan, Ibn Warraq, Haider Elias (Yezidi leader) or any voice for the victims of jihad to speak?

April 8, 2016
Catholic School That Invited Pro-Jihad Speaker Doubles Down

By Pamela Geller

In mid-March I published an article in World Net Daily about an incident at St. Petersburg Catholic High School in St. Petersburg, Florida, Last month, the entire student body was called together to hear a deceptive presentation on “Islamophobia” from the notorious Ahmed Bedier, who openly supports the jihad terror group Hizb’allah and has worked for the Hamas-linked Council on American-Islamic Relations (CAIR). Now the principal of St. Petersburg Catholic High, Fr. Richard Rosin, is making a clumsy attempt at damage control. He sent parents this letter — and some of them sent it to me:

Dear Parents/Guardians:

You may have heard that Ms. Pam Geller of Breitbart media has written a scathing and erroneous article about St. Petersburg Catholic High School. The article attempts to address the assembly held on Thurs. Feb. 18, 2016.  It is important to allay any fears that this article has created.

The principal is sloppy and intellectually lazy: my name is Pamela Geller and the piece to which he is referring didn’t run in Breitbart News, but in World Net Daily. And while he claims that my article was “erroneous,” you’ll see that he doesn’t in his entire letter give a single example of any erroneous claim I made.

A few months ago some students came forward who were concerned about the media coverage of the Islamic people. The impression that seems to be prevalent in the media is that all Muslims are terrorists. The students recognized that such an irrational, global portrayal is not in concert with our Catholic faith nor our mission to educate the whole person.

“The media coverage of the Islamic people” were news reports of jihadi attacks — and many of those attacks involved the slaughter of Christians living under Islamic rule. They were oppressed and slaughtered because they were Christians. Is this how the good Father Rosin should respond and educate his young people?

And where did these students see media reports claiming that “all Muslims are terrorists”? That’s ridiculous. The media bends over backwards to make sure that Americans think that terrorism has nothing whatsoever to do with Islam, and that peaceful Muslims are victims of “backlash” after terror attacks.

Meanwhile, one of my sources at the school has informed me it was just one student who thought this deceptive assembly would be a good idea, and she reportedly pressured the administration to get it approved. In the end, however, everything that occurs at that school is the responsibility of the principal. I wonder if anyone even vetted this Fr. Rosin. Not only was it a disgrace to subject these Christian kids to this propaganda, but it could have potentially been very dangerous.

After considering the request to present an appropriate and correct view of Islam, the administration agreed to have an assembly. Upon the recommendation of a well respected member of the clergy of the Diocese of St. Petersburg, who previously had our speaker make a presentation to his parish as part of an interdenominational dialogue, we asked Mr. Bedier to speak to our students.

A correct view of Islam? From a former representative of terror-tied CAIR, an unindicted co-conspirator in the largest terrorist funding trial in our nation’s history? If Fr. Rosin really wanted to present an accurate view of Islam, he should have Ibn Warraq, Wafa Sutlan, Nonie Darwish, Ayaan Hirsi Ali, Robert Spencer — not a former representative of a group with multiple links to Hamas, and which has been designated a terrorist group by the United Arab Emirates. Why didn’t the principal invite to the school one of the Catholic priests from the Middle East whose flock has been decimated by Islamic jihadis?

Beginning with the Baron Bulletin of Feb. 5, 2016, I indicated that we would be having the assembly on Islam. The assembly was published on our calendar. As always, parents were invited to attend. In fact, I had hoped more parents would be in attendance to share this information with their child and have a meaningful discussion.

After the assembly, our teachers spent time in classes discussing the assembly.  By all accounts from the teachers, the discussions were very productive.

If this is true, all the teachers are as clueless and intellectually subjugated about this foremost issue of our time as Fr. Rosin is.

Additionally, St. Petersburg Catholic High School recorded the presentation. This was done so that any parent who wished could view the presentation for discussion with his/her son/daughter. There were a few parents who requested the link to this video.

While there is some disagreement about a few comments Mr. Bedier made, I did not find anything to be inappropriate in the presentation for our students. The Superintendent of Schools for the Diocese of St. Petersburg has reviewed the presentation and found nothing inappropriate for our students.

Nothing inappropriate? As I showed in my original article on this, Bedier minimized, downplayed, and dissembled about the jihad threat. He falsely exaggerated Muslim achievements, played moral equivalence games in claiming that there were Christian terrorists as well as Muslim ones (with his one example being Tim McVeigh, who is supposed to be equivalent to the perpetrators of 28,000 jihad attacks since 9/11), and gave students an incomplete and misleading picture of the doctrinal differences between Islam and Christianity – even as Muslims are persecuting Christians to a degree unparalleled for centuries.

After the assembly it was discovered that Mr. Bedier posted a picture of our students on his Facebook page. We were not aware he would do so and in our continuing effort to protect the privacy of our students, we requested he remove it.

More dishonesty. Bedier took the picture during his presentation and said that he was going to post it to social media. So then Fr. Rosin was shocked to find it on Facebook?

Read more 

New Video Exposes Bias and Bigotry in Newton High Schools

plo map of israelPRN Newswire, April 7, 2016:

Anti-Israel Indoctrination Masquerading as “Critical Thinking”

Indoctrination @ Newton High, a new video released today by Americans for Peace and Tolerance (APT), exposes a pattern of anti-Israel teachings found in Newton, Massachusetts high schools, including:

  • Newton’s high schools have used Palestine Liberation Organization (PLO) maps that falsify the history of the Arab-Israeli conflict. Newton students were not told that the maps were created by the PLO’s propaganda unit.
  • Newton’s schools presented students with a falsified version of the Hamas Charter. In Newton’s doctored version the word  ”Jews” – as a target of hatred — is replaced with the word “Zionists.”
  • In one lesson, Newton students are asked to consider the Jewish state’s right to exist. (The legitimacy of no other nation-state’s existence is questioned.) The lesson included “expert” opinions, which are drawn overwhelmingly from anti-Israel academics and anti-Semitic activists.
  • A book used in Newton high schools has a recommended reading list that includes the extremist writings by Muslim Brotherhood leaders including Sayyid Qutb, and Yusuf Qaradawi, whose sermons call for the murder of Jews and homosexuals.

Charles Jacobs, APT President said, “The video also shows that Saudi, Palestinian, and other Arab-funded teaching materials have been inserted into the curriculum, much of it containing anti-Israel bias.”

The Saudi funded Arab World Studies Notebook was used in Newton high schools until public pressure forced its removal. The Notebook, condemned by the American Jewish Committee (AJC), and rejected bymany other school boards, teaches students, among other things, that Israeli soldiers murder Palestinian women. Newton’s Superintendent of Schools David Fleishman claimed that use of the Notebook helps develop “critical thinking skills.”

The video’s release follows news reports of anti-Semitic incidents, including hateful graffiti found in Newton North High School and at the F.A. Day Middle School. The graffiti featured swastikas and the genocidal statement “Burn the Jews.” According to media reports, Newton Day school officials – in violation of required mandatory reporting procedures – failed to inform parents and police about the incidents. The Anti-Defamation League (ADL) expressed concerns about these escalating anti-Semitic incidents.

Upon discovering racist graffiti at Boston Latin High School, city, state, and federal agencies immediately launched an investigation into the matter. Jacobs said, “Concerned parents in Newton demand equal protection for Jewish students.  Accordingly, in light of Newton’s biased education, its ongoing refusal to allow public access to curricula and teaching materials, and the recent escalation of anti-Semitism, we urge Newton Mayor Setti Warren, Massachusetts’ state education officials, and the FBI to investigate this hateful situation in Newton schools.”

Pro-jihad hatemonger addresses Catholic school kids

Students of St. Petersburg Catholic High School listen to presentation by Ahmed Bedier.

Students of St. Petersburg Catholic High School listen to presentation by Ahmed Bedier.

WND, by Pamela Geller, March 15, 2016:

Despite the continuing Muslim genocide of Christians in the Middle East and Africa, American Catholic leaders continue not only to turn a blind eye to jihad terror and the persecution of their fellow Christians, but are actively aiding and abetting the forces that are persecuting them. Last month, the entire student body of St. Petersburg Catholic High School in St. Petersburg, Florida, was called together to hear a deceptive presentation on “Islamophobia” from the notorious Ahmed Bedier, who openly supports the jihad terror group Hezbollah and has worked for the Hamas-linked Council on American-Islamic Relations (CAIR).

Bedier’s address was ostensibly about fighting the supposedly rising level of “Islamophobia”; he also offered what he presented as a primer on Islamic culture. In it, he blamed the U.S. for ISIS, claiming that the bloodthirsty caliphate arose because we bombed innocent civilians in Iraq. He also called out Fox News, Rush Limbaugh, white people, Jews, Ted Cruz, Donald Trump and Ben Carson – all as examples of Muslim-haters – while proselytizing for Islam.

Bedier compared a Jewish podiatrist with Osama bin Laden, claiming that this podiatrist had weapons in his house and was planning to attack an Islamic center. He didn’t address the disparity between this one alleged attacker and bin Laden’s worldwide terror network. He dismissed the jihad terror group ISIS, which controls a territory larger than Great Britain and has attracted 30,000 foreign jihadis to its ranks, as “a few people.” He blamed the rise of ISIS on Syria’s Assad, claiming that when people demonstrated for freedom, Assad bombed the protesters and insisted that we are overstating the threat of Islamic terror groups, especially ISIS. We are spending too much on security and war, he said, and declared that we should be spending that money on alleviating poverty.

The real problem, said Bedier, is anti-Muslim bigotry. “Islamophobia,” he said, is all over TV, and no one is challenging it. He said that “Islamophobia” is just like anti-Semitism and the same thing will happen: We’ll have a Holocaust. He didn’t mention that FBI statistics show that anti-Semitic attacks are much more common than attacks on innocent Muslims. Nor did he address the Islamic texts and teachings jihadis use to justify violence.

Bedier also falsified history, claiming falsely that “Muslims were here even before America was founded.” He said that “some of Columbus’ navigators were Muslims – because he was from Portugal, and Portugal and Spain were controlled by and were led by Muslims for over 700 years until the Inquisitions happened. You can read more about that.” And if you do, you’ll discover that no Muslims accompanied Columbus. And to be completely accurate, it must be noted that Muslims did in fact play a role in early America – America fought its first and second foreign wars against the Barbary Pirates, who were Muslim jihad raiders, as memorialized in the Marine Hymn, “to the shores of Tripoli.” The first mosque wasn’t established in the U.S. until 1915, and relatively few mosques were founded before the 1960s, when the great hijrah to the West began in earnest.

Bedier’s lies didn’t stop there. He said that when the Muslims ruled Spain from the 700s until the 1490s, they allowed the Jews and Christians to worship freely: “The society could continue to be a Catholic society. Now compare that to what happened when the Europeans came to America.” He said that in contrast to how good the Muslims in Spain were to the Jews and Christians, it took a couple of hundred years for the Europeans to exterminate the Native Americans and eliminate them from their lands. He said: “Now they are limited to casinos.” This is nonsense. In reality, Jews and Christians could only live in peace in Muslim Spain if they submitted to Muslim hegemony, paid the jizya tax, and accepted the humiliating and discriminatory regulations that ensured their second-class status.

Bedier asked the 350 assembled students if they thought it would be fair to be called terrorists because of what Timothy McVeigh did, falsely connecting McVeigh with Catholicism and Christianity, which of course is erroneous since McVeigh was not a Christian at the time of the Oklahoma City bombing. And besides, no one is calling all Muslims terrorists anyway. He also showed the students pictures of Ahmed the Clock Boy in handcuffs, telling the kids how the incident of his fake clock/bomb and arrest showed anti-Muslim bigotry. He claimed that three Muslims had been murdered in Chapel Hill, North Carolina, by an “Islamophobe,” when actually the killer was a deranged man who was enraged over a parking dispute.

“Islamophobia” is not limited just to Trump and Carson, Bedier said. It also comes from the media. He challenged what he claimed were false media portrayals of Islam: Shariah, he said, is basically a code of ethics. He didn’t mention that it’s a code of ethics that calls for stoning for adultery, amputation of the hand for theft, the denial of equal rights to women and non-Muslims, and restrictions on speech. He claimed that there was no compulsion in Islam and that women were not forced to cover their heads. Tell that to Aqsa Parvez, who was murdered by her father and brother for refusing to wear the hijab – and the innumerable other girls and women who have been similarly victimized. By contrast to this supposed freedom from compulsion in Islam, he claimed that “secularism is a religion in Europe” and that Europe imposes its secularism on people of faith.

When he was asked if Muslim women have to walk a certain distance behind men, Bedier answered: “This is some of the stereotypes. If the women do happen walk behind the man, it’s not a protocol thing, it’s just the men are silly and they walk ahead. I see a lot of white guys walking ahead and their girls way behind. It doesn’t mean that he read that is a protocol somewhere or he’s following his teachings, he’s just being a guy. So it’s their male chauvinism. Yes, it exists worldwide. It’s not because of the faith; it’s because men are not being gentlemen.” This was ridiculous: He was relying on the ignorance of his audience, counting on them not to know how Islam institutionalizes the subjugation of women.

Bedier claimed that the only difference between Muslims and Christians is the status of Jesus. “Jesus is a part of our faith,” he said. “Muslims believe in Jesus, son of Mary” and that Jesus was born of a virgin. “We don’t believe it because it’s popular,” he said, “we believe it because it is written in the Quran.” He said that the Quran was the only sacred book (other than the New Testament) that confirms that Mary is from G-d – that Mary is the mother of Jesus, that there was a virgin birth, and that Jesus is from G-d.

In a dig at Jews and Judaism, Bedier said: “As much as Ted Cruz and others would like to talk about Judeo-Christian values, you realize the Jewish faith did not accept Jesus Christ as the messiah, right? You understand that? If the Jewish people accepted Jesus as the Messiah then they would be Christian, correct? So for us, we accept Jesus and the message of Jesus; the difference is that we don’t view Jesus as divine or part divine, meaning we don’t believe Jesus is one with G-d in the Holy Trinity.”

Bedier said that Muhammad was the founder of Islam, but that in the Quran G-d talks about Jesus five times more than he talks about Muhammad. “We believe that Mary is highly regarded. We have an actual chapter in the Quran called Mary. My daughter is named Miriam after Mary. Mary is very loved in the Quran by Muslims; we just don’t see her as divine or that she somehow delivered G-d’s Son. We highly respect Jesus. We follow his teachings and we believe Jesus will return before the end of times. We don’t believe Muhammad is going to return at the end of times, we believe that Jesus will actually return before the end of times and will unite the believers together.”

This was open proselytizing for Islam, especially in light of the fact that the students had certainly not studied Islam’s critique of Christianity or been given any ways to counter it.

In sum, his presentation (unsurprisingly) was pure propaganda and completely one-sided, and nothing short of a disgrace. No one should be surprised by that. Bedier has a long history of extremely controversial associations. According to Discover the Networks, as far back as 2002, Bedier was the outreach director for the Islamic Society of Pinellas County, “a mosque whose website features material calling for violence against Jews. Moreover, he has cultivated relationships with organizations and individuals connected to anti-Israel terrorist groups overseas, including Hamas, Palestinian Islamic Jihad (PIJ), and Hezbollah. In February 2003, Bedier began working as communications director for the Florida chapter of the Council on American-Islamic Relations (CAIR). This was subsequent to CAIR’s involvement in the funding of Hamas, which had taken place prior to December 2001, at which time Hamas’ American financing wing, the Holy Land Foundation for Relief and Development (HLF), was shut down by the U.S. government. Also in February 2003, the Tampa-based terrorist and former University of South Florida professor Sami al-Arian was taken into custody by the FBI – indicted for his leadership role within Palestinian Islamic Jihad. Bedier became Al-Arian’s ‘unofficial spokesman,’ holding press conferences where he voiced concern about the government’s treatment of the professor, and allowing his radio program to be used as a propaganda vehicle for al-Arian’s family and his PIJ colleagues.”

On his radio show, Bedier has given considerable airtime to guests who praised the jihad terror group Hezbollah.

Bedier’s association with CAIR is significant. It is a matter of public record that CAIR is “an unindicted co-conspirator in a Hamas terror funding case – so named by the Justice Department. CAIR operatives have repeatedly refused to denounce Hamas and Hezbollah as terrorist groups. Several former CAIR officials have been convicted of various crimes related to jihad terror.

It is disgraceful that a Catholic school would host such an event, but not surprising. The U.S. Conference of Catholic Bishops (USCCB) recently launched a “National Catholic-Muslim Dialogue,” partnering with pro-Shariah groups linked to Hamas and the Muslim Brotherhood: the Islamic Circle of North America (ICNA) and the Islamic Society of North America (ISNA). The pope insists that the Quran teaches peace. St. Petersburg High School is just following along.

Still, its leaders should have more discernment and moral courage. The principal of St. Petersburg High School is Father Richard Rosen; his phone number is (727) 344-4065. Politely contact him and ask him why he allowed someone with so many ties to terror as Bedier to address the school. I called, but Rosen would not take my call. I was referred to Sister Marie Daniel, the school’s marketing director, who confirmed that Bedier’s presentation did happen and said she would try to have someone get back to me. No one did, of course.

If Rosen had had the courage to take my call, I would have asked him these questions:

1. When you invited Bedier, were you aware of his connections with CAIR, and of CAIR’s connections to Hamas and the Muslim Brotherhood – established by the Department of Justice?

2. When you invited him, were you aware of his work as a spokesman for Sami Al-Arian, an admitted leader of the terror group Palestinian Islamic Jihad?

3. When you invited him, were you aware that he has featured supporters of the terror group Hezbollah on his radio show?

4. If you were not aware of those connections when you invited him, would you invite him again now that you know of them?

5. What were your impressions about what Bedier said? Do you endorse his message – particularly his claim that “Islamophobia” is a legitimate problem, rather than a term invented to intimidate people into thinking it wrong to oppose jihad terror?

6. Do you plan to bring in a spokesman to discuss the reality of the global jihad threat or the Muslim persecution of Christians? If not, why not?

I hope Rosen will answer these questions. His students, and their parents, deserve answers, rather than Islamic proselytizing followed by stonewalling.

Also see:

Kent State Fired Prof for ‘Road Rage;’ Keeps Jihad-Tied Prof

Prof. Julio Pino (Photo: Video screenshot)

Prof. Julio Pino (Photo: Video screenshot)

Clarion Project, by Ryan Mauro, Feb. 1, 2016:

Kent State University is refusing to terminate Professor Julio Pino, despite his documented support for terrorism including Al-Qaeda and ISIS and ongoing FBI investigation.

However, while KSU’s tolerance for free speech extends to advocacy of terrorism and genocide, it apparently doesn’t extend to non-violent road rage. Last April, the university fired a professor of 10 years after a video emerged of his involvement in a confrontation with a driver that he says nearly struck a girl because he was texting while driving.

Yes, you read that correctly. Kent State University fired a non-tenured professor after he was charged with a misdemeanor for losing his temper at another driver. Yet, the university is refusing to fire a pro-terrorism tenured professor who violates faculty rules, isunder FBI investigation for possibly recruiting students for ISIS and is arguably guilty of the same misdemeanor as the terminated professor (see below).

The terminated professor, Linden Adkins, says he confronted the driver after he saw him texting while driving, drove through a stop sign and a student had to jump out of the way. Akins is seen yelling that the driver is a “moron” and leaning onto the windshield, at which point it sped away and knocked him to the ground. Adkins says he did so to see the face of the driver more clearly than through the side window that was tinted.

“I didn’t get violent. I didn’t get threatening. But I did want to make my point to him…Maybe I shouldn’t have been quite as intense, but at the same time, is it possible that my being that intense saved a future life?” he said.

Adkins was charged with a fourth-degree misdemeanor of “aggravated menacing.” Ohio law defines the violation as when someone “knowingly cause[s] another to believe that the offender will cause serious physical harm to the person or property of the other person, the other person’s unborn, or a member of the other person’s immediate family.”

It continues, “the other person’s belief may be based on words or conduct of the offender that are directed at or identify a corporation, association, or other organization that employs the other person or to which the other person belongs.”

Shouting “Death to Israel” at a former Israeli diplomat on campus hosted by the Jewish Studies Program at KSU—as Pino did in 2011—certainly fits that definition of “aggravated menacing.” So does several other outrageous activities of his, such as a threatening letter to pro-Israel academics, support for suicide bombings of Jews, and support for Al-Qaeda and ISIS terrorists who target all Americans. But Pino has tenure and wasn’t charged.

In another related development, the Beacon Journal obtained performance reviews of Pino. While the “vast majority were positive,” the negative ones are shocking.

Six complaints came from one class last year and referred to offensive sexual jokes made in the classroom. One wrote, “No professionalism at all considering every class he mentioned how he was going to get high and drunk and find 18-year old girls to have sexual relations with.”

Another wrote, “No respect shown when he talks about being high and drunk and raping little girls.”

Two others more broadly called him “obnoxious” and “rude.”

As we wrote previously, other students complained about Pino’s extremist beliefs (including support for violence and torture committed by other countries), disrespect for the KSU leadership and repeated use of the word “nigga [slang for nigger].” There are also more generic complaints posted online.

Pino responded to the negative performance reviews by saying they are “fabrications and falsifications,” a denial that brings to mind his claim that his social media posts are merely “entertainment” open to interpretation.

KSU has more than enough reason to terminate Professor Pino or to at least put him on an extended leave of absence. Yet, the school didn’t even increase security after news broke that the FBI was investigating him as a possible ISIS recruiter.

Thankfully, students and others in the area see the seriousness of the situation. The danger is not lost on Kent State student Sophia Witt, who is studying global strategy with a minor in Jewish studies and founded Students Supporting Israel on campus. Here is her well-stated summary of the problem:

“You can tell that there’s something off about this guy from his comments that he’s previously made and the anti-Semitism that he’s been known for. I’m fearful for campus, especially the pro-Israel community.

“The problem is you can’t ensure someone’s safety when it comes to terrorism. A person can grab a knife right now and stab someone. [KSU] President Warren doesn’t have the say-so of whether someone does that.

“I feel that it’s the university’s duty as an establishment to ensure the safety of its students and I don’t feel like that’s being done. It’s really disheartening and it shows a little bit of a lack of integrity for Kent State.”

For further background on this developing controversy, please read the Clarion Project‘s previous reports here:

Clarion Project Research Shows Extremism of Prof Investigated by FBI for ISIS Ties

“The Kelly File” Covers Clarion Project Research on Prof. Pino

 Kent State Students Speak Out About Prof’s Terror Support, Professionalism

Kent State Prof Violates Faculty Rules by Supporting Terror, Keeps Job

 Kent State Honored Prof After His Support for Terrorism Became Known

Kent State Fails to Increase Security Despite Investigation into Pro-ISIS Prof

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.

Former Congressman Banned from Teaching Seminar at ​Elite ​New Hampshire School After ‘Islamophobia’ C​​harge

Screen-Shot-2016-01-28-at-10.03.33-PM-640x480Breitbart, by Jordan Schachtel, Jan. 29, 2016:

Fred Grandy (R-IA), a former Republican Congressman and actor, has been ​disinvited​ from hosting a seminar series on “Politics in Media” this winter at New Hampshire’s prestigious Phillips Exeter Academy, after individuals involved with the school raised concerns about his “Islamophobic ties.”

Grandy, who graduated from Harvard University and attended the Phillips Exeter Academy for high school, ​was the host of a very popular morning talk show on WMAL in Washington, D.C., and ​worked with the Center for Security Policy following his tenure in Congress. The Center is known for its advocacy of Ronald Reagan’s “peace through strength” foreign policy, and has been on the front lines of the battle against Islamic supremacists in America.

The Congressman told​ Breitbart News he wanted to give back to his high school alma mater and provide his expertise for the dozen or so students who had​ already​ signed up for his class.

He wanted to teach students how “politics and the media in this country have evolved, where they are now, and how campaigns operate.” Throughout the conversation, Grandy reiterated that he never planned on introducing any outside topics nor his allegedly controversial views on foreign policy and Islam.

Identifying as a former Republican Congressman didn’t seem to be a problem at first, he said: “What was a problem, evidently… was that somebody, somewhere decided to rummage through commentary that had been made about me.”

Here, Grandy is referring to “hit pieces” referenced in the The Exonian article that calls for him not to be allowed to teach the class. Left-wing blogs Mother Jones and the Huffington Post are referenced in the piece, which designate the accomplished actor and representative as an “Islamophobe.” The articles, for the most part, do not quote Grandy verbatim, but instead attack him for his views on terrorism committed in the name of Islam.

“The Exonian Published this article branding me as an ‘Islamophobe’ and purveyor of hate-speech,” he tells Breitbart News. “They didn’t even contact me beforehand to ask about these charges” relayed from the left wing outlets, he said.

“The attitude right now is that I’m a danger to the campus,” Grandy expressed. “There was a movement in the faculty to shut this [class] down.”

“I had no day in court. I had no recourse. Based on two articles, I’ve been tried and found guilty with no chance to plead my case,” he added.

“I was in Congress for eight years. I was on the radio and television for eight years doing news and commentary, and I felt that combination would be valuable,” Grandy said in noting his credentials to teach the class.

But since the “Islamophobia” issue came to light, Grandy ​told​ Breitbart News he has been on the receiving end of a “defamation assault as an alumnus who is simply trying to volunteer my time and expertise.”

“This is the new blacklist,” he said with regard to the attempted silencing of individuals who attempt to explore the ideologies within Islam. “The Islamic advocacy organizations have become adept at spinning” legitimate critiques and designating it as “hate speech,” he concluded.

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.

Lawmakers File Bill “To Stop Islamic Religious Indoctrination In Tennessee Schools”

allahBy Creeping Sharia, Jan. 22, 2016:

It’s come to this. via Northeast Tennessee Legislative Delegation Files Bill “To Stop Islamic Religious Indoctrination In Tennessee Schools” – Chattanoogan.com  h/t Shoebat

The Northeast Tennessee legislative delegation, including Rep. Matthew Hill (R-Jonesborough), Rep. Timothy Hill (R-Blountville) and Rep. Micah Van Huss (-Johnson City)  announced they have filed legislation “to officially stop Islamic religious indoctrination in Tennessee schools.”

They said the decision comes “after intense public outcry from parents, students, and school administrators that current school textbooks overemphasize Islam while excluding other religions like Christianity and Judaism.”

Rep. Hill said, “I have heard from people all over our community who share my deep concern about the leeway that is allowed in the current standards. “We have been working on this issue for almost two years now, with no clear solution. My colleagues and I in the General Assembly see there is now a direct need to file legislation on behalf of citizens across Tennessee if we hope to solve this problem once and for all.

“No one has a problem with world religions being taught from a historical perspective. The problem is that right now in Tennessee, the standards are so broad they open the door to proselytizing our public school students. While other bills have been filed in an attempt to fix this problem, this piece of legislation has real teeth, and we believe it will be a giant step forward in fixing this important issue.”

“I did not fight radical Islam in Iraq just to come home and find our children being indoctrinated,” Rep. Van Huss said.

They said, In 2015, middle school parents in Maury County were up in arms after learning their children were being instructed to recite and write “Allah is the only god” as part of a world history project. In another section of their work, students were assigned a Five Pillars of Islam project that included the translation of the pillar of “Shahada” as being, “There is no god but Allah; Muhammad is his prophet.” Similar situations have been reported across the state, including multiple instances in the tri-cities area, the legislators said.

Under the newly filed House Bill 1905, any inclusion of religion in textbooks, instructional materials, curriculum, or academic standards can only be for educational purposes and are strictly prohibited from being used to promote or establish any religion or religious belief.

In addition, the legislation places into law several key measures that they said constituents have requested, including:

  • Requiring local school boards to adopt a policy regarding the appropriate inclusion of religion in local curriculum and instructional materials, with the opportunity for public comment before adoption;
  • Requiring local education agencies to make publicly available a syllabus for all grade 6-12 social studies, science, math, and English courses. The syllabus must include a course calendar detailing standards, objectives, and topics covered, major assignments required, and procedures for parents to have access to all instructional materials to be used;
  • Requiring the state board of education to initiate a revision process for the Tennessee social studies standards adopted in 2013 to ensure new standards do not promote religion and do not amount to indoctrination or proselytism in any way.

The war has been raging in the classrooms and in the media. Propaganda in it’s purest, most vile forms. It’s now spilling onto the streets of America. Eventually, as history has proven, we will have to fight back…or lose it all.

More than 170 posts on Tennessee in the our archives. Read’em and weep.

Also see:

Kent State Professor Under Investigation for Link to ISIS

Julio Pino in Mecca, Saudi Arabia

Julio Pino in Mecca, Saudi Arabia

Clarion Project, by Ryan Mauro, Jan. 20, 2016:

Julio Pino, an associate history professor at the Ohio-based Kent State University is under investigation for possible links to the Islamic State (ISIS/ISIL). Pino, who has a documented history of extremism, reportedly posted ISIS propaganda pictures on social media and may have been recruiting students for the terrorist group.

Shockingly, Pino is still teaching two classes this semester despite the investigation and his known extremism. Over 20 students have been interviewed and the investigation has been going on for about a year and a half. He has taught there since 1992 and converted to Islam in 2000.

In an interview after the news broke, Pino said he has not broken the law or encouraged anyone else to break the law. He said his freedom of speech should be respected and denied being under investigation or suspicion. When asked if he would say he’s a supporter of the Islamic State, he replied, “No, I would not say that.”

But his apparent Facebook page tells a different story.

A review of his Facebook page shows a history of troubling postings. His page says he studied “overthrowing the government” at UCLA, a description that could be brushed off as a joke if it weren’t for the reams of extremism he expressed.

Pino-Overthrow-Gov

In a May 2015 thread, he praised “Sheikh Osama” for “kicking off thisjihad” but said Al-Qaeda and Al-Qaeda’s Syrian wing, Jabhat al-Nusra should now join ISIS. He even portrayed ISIS as merciful towards its prisoners by offering them the chance to repent.

Pino-May--2015-Sheikh-Osama-Supports-ISIS

On at least two occasions in 2014, he posted ISIS propaganda photos. He sarcastically wrote underneath one, “Keep it a secret: That’s me on the left!”

Pino-2014-Joke-1

Pino-2014

He also posted propaganda photos of Hamas and young boys armed for jihad:

Pino-2013-Jihad-kids

Pino-2012-Hamas

On February 16, 2014, he commented underneath a picture of him in front of the U.S. Capitol building, “I come to bury D.C., not to praise it.”

Pino-Bury-DC

In a November 2013 thread, he recalled his time in the Arabian Peninsula and how “all I kept thinking about was Palestine and al-Shams and all the other jihad lands.” He said a Saudi in Mecca pushed him to leave, saying, “Go, get outta Mecca and just go, cause you look just like a jihadi and you just might be an AQ [Al-Qaeda] member, baby, go! You gotta go go go go go go!”

Pino-Kept-Thinking

Kent State and the media have known about Pino’s extremism since at least 2002 when he wrote a letter praising a female suicide bomber in Israel as a “shining star.” He also asked Allah to “protect the soldiers of Islam fighting in Palestine” and argued that such terrorists should be called “martyrdom bombers.”

This isn’t even the first time he’s come up in a federal investigation. In 2009, the Secret Service confirmed it interviewed him. Two years prior, the school confirmed that he had written for a pro-Al-Qaeda website named Global War.

The website had pictures of a 9/11 hijacker and Abu Musab al-Zarqawi, former leader of Al-Qaeda in Iraq (the predecessor to ISIS). It described itself with the statement, “We are a jihadist news service, and provide battle dispatches, training manuals and jihad videos for our brothers worldwide. All we want is to get Allah’s pleasure. We will write ‘jihad’ across our foreheads and the stars.”

At another point, its homepage had the heading, “The worldwide web of jihad: Provocation, inspiration, and preparation for jihad. Manuals, videos, battle reports, building the Islamic resistance starts here!”

Pino-Jihadi-Website-1

Pino-Jihadi-Website-2A columnist published what he says is an email from Pino praising the 9/11 hijackers as “martyrs.” The school took no action. He continued teaching and the extremism continued.

In 2011, he was again noticed after he shouted “Death to Israel” at a former Israeli diplomat speaking on campus.

On August 2, 2014, the History News Network published a rage-filled letter condemning supporters of Israel in academia as being complicit in the deaths of innocents. It ended with, “Jihad until victory!” The school condemned it as “reprehensible” because “we value collegiality and mutual respect. Assailing the public with broad statements of culpability violates these principles.” The statement did not address his call to jihad.

On August 8, 2014, KentWired.com published a threatening letter to the editor addressed to “a child, burnt by fire, in Gaza” that lamented that he’s been accusing of supporting terrorism and promising to “avenge” the child’s death:

“Forgive me, sister, if words are all I have to offer you today. At home I am accused of stirring hatred, promoting terrorism and maliciously accusing those who seek to harm you. My anger is only for the Evil Minded, and my sole purpose is to enrage the Good Ones of these United States to assemble in order to save you. We are the majority on this planet, not the earth-scorchers. We will protect you. We will avenge you, and our revenge will be your smile on the first day of freedom for Palestine.”

Since 2002, Pino has been blatantly expressing support for terrorism while representing Kent State University as a professor. He was presented to class after class as a trusted academic authority they should learn from.

All along the way, Pino has shielded himself by saying it’s free speech and that he is merely “explaining why” terrorism happens.

Universities with extremist professors need to ask themselves two serious questions: Is all free speech exempt from disciplinary action, even if it includes incitement to terrorism? And, do your students deserve better?

Islamist running 140 tax-funded charter schools in U.S.

Muhammad Fethullah Gulen heads a global empire of schools and Islamic cultural centers and is one of Turkey’s most influential spiritual leaders. He lives in exile in the United States and has 140 charters schools in 26 states.

Muhammad Fethullah Gulen heads a global empire of schools and Islamic cultural centers and is one of Turkey’s most influential spiritual leaders. He lives in exile in the United States and has 140 charters schools in 26 states.

WND, by Leo Hohmann, Jan. 17, 2016:

Muhammad Fethullah Gülen is a Turkish Islamist, writer and preacher with a secret plan for bringing Shariah law to America.

Arguably Turkey’s most influential spiritual leader of the past 50 years, Gülen left that country in the late 1990s and now directs his cult-like Islamic movement from a guarded compound in the Pocono Mountains of Pennsylvania.

Part of his empire consists of a thriving network of more than 140 charter schools in 26 states that sell themselves to parents as a secular and more academically rigorous alternative to public schools.

As the second largest chain of charter schools in the United States, Gülen schools rake in tens of millions of U.S. taxpayer dollars every year.

But the schools — which have innocent-sounding names like the Horizon Science Academies in Illinois, Harmony Schools of Excellence in Texas, Dove Science Academies in Oklahoma and Magnolia Science Academies in California — have long been the subject of investigations into alleged corruption scandals involving influence peddling and visa abuse.

USA Today reported recently that the Gülen faith movement secretly funded 200 overseas trips for congressional lawmakers and staff since 2008.

“Turkish leaders have asked the United States to extradite Gülen from the remote compound in rural Pennsylvania where he has lived for 20 years.

The movement has founded hundreds of charter schools across the United States and around the world, has its own media organizations, and was deeply entrenched with the Turkish regime until a falling out two years ago. That led President Recep Tayyip Erdogan to declare Gülen was running ‘a parallel state’ inside the country with the intent of undermining the government.”

Critics argue that the schools also covertly engage in Islamic missionary outreach, usually after-hours or during school extra-curricular activities.

Anti-Shariah activist Pam Geller says Gülen has been dubbed “the Turkish Khomeini” for a reason.

“It has been widely reported for years that he wants ultimately to restore the Islamic caliphate in Turkey. That alone should make his charter schools in the U.S. a subject of law enforcement scrutiny, but it largely hasn’t,” Geller told WND. “There have been allegations that funds from these schools have gone to a Turkish Islamization movement, Hizmet. The U.S. government shouldn’t be funding Gülen’s schools; it should be investigating them and shutting them down.”

See list of 140 Gülen charter schools in 26 states.

See sampling of state and federal grants to Gülen schools.

Most of the parents of students who attend Gülen charter schools have no idea about Gülen’s background as a Turkish Islamist and believer in civilizational jihad — which is a form of nonviolent jihad focused on infiltrating and overcoming Western nations over time through immigration and exploitation of the civil liberties available in those nations.

But a new book on Gülen and his U.S. schools hopes to blow the lid on his cloak of secrecy.

GulenClare Lopez, co-author with Christopher Holton of “Gülen and the Gulenist Movement: Turkey’s Islamic Supremacist Cult and its Contributions to Civilizational Jihad,” says the movement is extremely secretive but there’s no small amount of information for those willing to dig. She and Holton decided to peel back the layers.

“There have been many articles and of course the movement itself puts out a great deal of material and Fethullah Gülen himself is a prolific author of articles and books,” Lopez told WND.

Lopez, who is vice president of research and analysis for the Center for Security Policy, a Washington, D.C.-based think tank operated by former Defense Department analyst Frank Gaffney, said Gulen is “fundamentally jihadist in outlook,” while promoting orthodox Islamic tenets within a worldwide movement.

Gulen is also heavily involved in the global interfaith movement, which seeks to build bridges between the major faiths of Christianity, Islam and Judaism.

“While not very well known by many Americans he is nevertheless quite influential and works through the schools, cultural organizations and the media to promote not only the orthodox teachings of Islam, but also a positive outlook towards Turkey,” Lopez said. “We’re concerned about its influence on our children, civic leaders and elected officials.”

Listen to Clare Lopez talk about the subject of her new book, the shadowy Gülen movement.

Traditionally the centers of Islam have been based in Saudi Arabia for Sunnis and Iran for Shiites.

But Turkey has always been the wild card. Students of history will recall that it served as the head of the Ottoman Empire for more than 500 years, but crashed and burned in the aftermath of World War I and was steered into a more Western mindset by Ataturk.

Under Erdogan’s AKP party, however, that has all changed, as documented in the film “End Times Eyewitness” by Christian author and filmmaker Joel Richardson.

Erdogan has overturned the secularized Western influence that had banned the hijab and the fez in public places and eliminated the many Shariah-compliant restrictions placed on society.

Asylum in American

Gülen’s cultural empire, including his schools and media companies, had a lot to do with the return of Islamist values in Turkey. But Gülen lost out on the political power struggle and in 1998 fled to the U.S., where he was offered asylum.

In the U.S., Gülen schools are not outwardly Islamic. Any influence in that regard is subtle, Lopez said.

map-of-gulen-organizations-in-US

But he has become expert at buying influence from politicians in Washington and in state Capitols.

“There have been many allegations of abuse of the visa system, kickbacks in salaries, and attempted influencing of school administrators, parents and teachers, journalists, priests and rabbis, everyone,” Lopez said.

Sign the petition! Urge Congress to ‘halt Muslim immigration now!’

In 2013 Gülen and Erdogan had a final falling out.

“These are two powerful men each intent on seizing power for themselves, not that they disagree in any way over the direction to take Turkey, which is away from the West and toward the neo-Ottoman Islamic caliphate,” Lopez says.

The U.S. gave Gülen legal permanent resident status in 2008, and he is now eligible for citizenship.

Soaking the U.S. taxpayer

The amount of public taxpayer money Gulen’s charter schools receive every year runs into the tens of millions. A charter school is essentially operated like a private school only it receives taxpayer funding and does not answer to any widely elected school board.

“There’s all kinds of charter schools in the U.S. that receive taxpayer funding and that is how the Gulen movement has developed its network of schools in the U.S., making them attractive by making them STEM schools, which parents love,” Lopez said.

And when Congress passed the re-authorization of No Child Left Behind late last year, it included increased funding for taxpayer-funded charter schools run by unelected boards.

“Gulen Charter Schools exemplify the unconstitutionality of tax-funded school choice,” writes Charlotte Iserbyt, a former education adviser to President Ronald Reagan, in her blog, “The ABCs of Dumb Down.”

“There is no citizen accountability or oversight,” Iserbyt says. “No wonder there is corruption. Those who think that charters are the solution for Common Core, forget it.”

And for all of the taxpayer money flooding into the Gülen schools, most of the teaching positions go to foreigners who come to the U.S. on H-1B guest-worker visas from Turkey. This is the visa program that GOP presidential hopeful Sen. Marco Rubio wants to expand through his I-Squared bill, tripling the cap on such visas from about 66,000 per year to 195,000 per year.

“To the best of my knowledge in all the research I’ve done, I don’t see that the Gülen schools are being accused of teaching Islamic ideology in the schools, that’s not the issue, rather it’s the abuse of H-1B visa system to bring in Turkish teachers instead of hiring Americans,” Lopez said. “There is alleged abuse of the teachers who are required to kick back a percentage of their salaries, and they do teach a cultural emphasis on Turkey and Islam.”

Charges of influence peddling

The schools also are known for offering lavish, all-expenses paid trips to Turkey for friendly politicians at the state, local and federal level.

The USA Today investigation accuses the Gülen movement of falsifying its funding of trips for U.S. congressional members.

Lopez said teachers and parents have complained that the schools’ main purpose is to promote a love not only for Turkish culture but Islam.

“You’ll see in the book former teachers or people who’ve broken away from the movement who say there is an attempt to inculcate a positive view of Turkey and Islamic culture,” she said.

An Islamist with a hidden agenda

Joel Richardson is a Bible teacher, author and documentary filmmaker.

Joel Richardson is a Bible teacher, author and documentary filmmaker.

Richardson, the Christian author and filmmaker, said Gülen is without a doubt an Islamist with an hidden agenda. His strategy mirrors that of the Muslim Brotherhood, which advocates non-violent civilizational jihad as the means to infiltrate and influence Western societies.

“In the past, he has made very overt comments about the need to infiltrate the arteries of the system and so forth,” Richardson told WND. “On the other hand, he is definitely non-violent and has furthered the idea, popular within some of the Turkish-Islamist movement of non-violent Islamism.”

Erdogan struck harshly against the Gülen movement in Turkey, rooting numerous Gülen supporters out of the government and throwing them in prison. Erdogan has called for the U.S. to extradite Gülen for allegedly subverting the Turkish government.

“In terms of the danger that Gülen represents to the United States, I would say that five years ago, Gülen and his charter schools were a bigger concern,” Richardson said. “They still need to be defunded by the U.S. government. Today, however, compared to the much larger dangers we are facing, including the very real Islamists that Obama has allowed into the U.S. government, or the very real, very violent Islamists that have infiltrated the country, Gülen, with his ideological jihad, is a relatively small fish, in an ever-expanding pond of violent Islamists.”

Lopez said the Gülen movement helped drag Turkey back to its Islamic roots and so his influence should not be under-estimated in the U.S., and certainly should not be given taxpayer funding.

“Look what’s happened to Turkey, the Islamists were voted in, and Erdogan is on a neo-Ottoman path to take Turkey back to its roots as a jihadist state, so I think there is ever good reason to be concerned about his activities (in the U.S.),” Lopez said.

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.