Rebellion grows against Muslim indoctrination in schools

WND, by Art Moore, May 12, 2017:

From coast to coast, parents are rebelling against what they describe as Islamic indoctrination of their children in public schools.

In Florida, for example, parents are protesting a newly approved textbook they say whitewashes Islam’s violent history of conquest and subjugation, while in San Diego, an angry father confronted the city’s school board about its partnership with the controversial Council on American-Islamic Relations in an “anti-bullying” program.

The Brevard County School Board in Florida has revised a history textbook that had been condemned by some parents for its selective treatment of Islam, but the new edition still has its critics, reported WKMG-TV in Orlando. The board decided Tuesday night by a 5-0 voted to adopt the ninth-grade 2018 World History book published by Pearson Prentice Hall.

The local chapter of the activist group ACT for America pressed for the revision in an effort “to protect against indoctrination,” arguing the section about Islam ignored the religion’s “true history” and painted Muhammad and the treatment of women favorably.

ACT for America’s local leader, Roger Gangitano, told WKMG the new edition is an improvement, but the “problem remains that Islam is being portrayed in a far more favorable light than what would be 100 percent accurate,” with parents calling it partially “incorrect,” “incomplete” and “slanted.”

The Council on American-Islamic Relations, or CAIR, is also engaged in the Florida dispute. But the FBI cut off relations with the group after it was designated by the Justice Department as an unindicted co-conspirator in a terror-funding plot. Later, an Arab Gulf state designated CAIR as a terrorist organization.

Nevertheless, Rasha Mubarak, Orlando Regional Coordinator of the Florida chapter of CAIR, entered the fray, asserting ACT is “using our students for their one intention and that is to push their anti-Islamic agenda.”

Meanwhile, in an initiative to “combat Islamophobia and the bullying of Muslims students,” the San Diego Unified School District, as WND reported, has formed a partnership with CAIR.

In a late April school board meeting, the Blaze reported, parent Christopher Wyrick confronted the San Diego school board about the Islamic instruction attached to the program and its relationship with the Islamic group.

CAIR has sued the authors of a WND Books exposé, “Muslim Mafia: Inside the Secret Underworld That’s Conspiring to Islamize America,” which documented the group’s radical ties. A trial in the case is expected to commence this fall.

Wyrick told the board he’s held “many titles” over the years, but “one of them I will not accept is ‘infidel.’”

“There has been an argument over the years to keep religious beliefs out of school, especially any that happen to be associated with Judaism or Christianity,” he said. “So at what point did you decide that it was OK to teach my children about Islam?”

He asked how the board could “justify spending our tax dollars on a program that’s meant to educate our kids on the Muslim religion specifically, yet only accounts for a very, very small portion of the harassment reported?”

He asked how CAIR, which has “ties to terrorists like Hamas,” could have an “ear on this board” and “implement its propaganda and hate speech into our schools in an effort to brainwash the minds of the young.”

Earlier in the meeting, Board Trustee Kevin Beiser said the Islam policy is a step toward protecting all children from bullying, the San Diego Union-Tribune reported.

“We will not allow Muslim students in San Diego schools to be spit on,” Beiser said.

The San Diego paper said he was shouted down by those in attendance.

“All students should be safe,” one person said, the Union-Tribune reported, and another added: “What about the Jews?”

‘The true faith, Islam’

Last week, a Groesbeck, Texas, couple moved their sixth-grade daughter to a new school after they discovered her history homework assignment on Islam.

In one assignment, students were asked to list the five tenets of Islam required for salvation, reported KWTX-TV in Waco, Texas.

“It’s just they’ve taken God and other things out of the schools but yet they’re going to push this in there secretly to me and I don’t think it’s right,” the mother said.

In late March, as WND reported, a middle school in Chatham, New Jersey, was using a cartoon video to teach the Five Pillars of Islam to seventh-grade students, prompting two parents to obtain legal services to fight the school district, which has ignored their concerns.

Seventh graders in this school are taught: “May God help us all find the true faith, Islam.”

Also taught in the video is the Shahada, which is the Muslim prayer of conversion “There is no god but Allah and Muhammad is his messenger.”
The parents say no other religion is taught nearly to this level of detail in the “world cultures and geography” class.

Teaching the five pillars of Islam also created an uproar in Summerville, South Carolina, and in Loganville, Georgia, last year.

WND also reported in March a high school in Frisco, Texas, has set up an Islamic prayer room specifically for Muslim students to pray on campus during school hours. The same type of prayer rooms have been set up in high schools in St. Cloud, Minnesota, and other school districts.

In 2015, parents in Tennessee asked the governor, legislature and state education department to investigate pro-Islam bias in textbooks and other materials.

A complaint by the group Proclaiming Justice to The Nations said a presentation on Islam included “multiple misleading statements including the glorification of jihad against infidels as a reason why many easily convert to Islam.”

It also featured the Shahada, the Muslim prayer of faith, and “mentions nothing about the historically negative aspects and actions of the religion, including the 9/11 attacks.”

‘Historical revisionism’

WND reported in 2012 ACT for America conducted an analysis of 38 textbooks used in the sixth through 12th grades in public schools and found that since the 1990s, discussions of Islam are taking up more and more pages, while the space devoted to Judaism and Christianity has simultaneously decreased.

The late conservative activist Phyllis Schlafly wrote in 2012 of a double standard in public school teaching.

“Drop Christianity down the memory hole but give extensive and mostly favorable coverage to Islam,” she wrote. “Even the mainstream media have provided extensive coverage of the steady stream of court cases and threatening letters from the American Civil Liberties Union aimed at removing all signs of Judeo-Christianity from public schools.”

Textbooks, she said, “generally give a false description of women’s rights under Islam.”

“The books don’t reveal that women are subject to polygamy, a husband’s legal right to beat her, genital mutilation and the scandalous practice misnamed ‘honor killings,’ which allows a man to murder a daughter who dares to date a Christian,” she said.

“Slavery is usually a favorite topic for the liberals, but historical revisionism is particularly evident in the failure to mention the Islamic slave trade. It began nearly eight centuries before the European-operated Atlantic slave trade and continues in some Muslim areas even today.”

In 2009, Gilbert T. Sewall, director of the American Textbook Council, a group that reviews history books, told Fox News the texts were sugarcoating Islamic extremism.

“Key subjects like jihad, Islamic law, the status of women are whitewashed,” Sewall said.

Sewall said publishers have downplayed Islamic connections with terrorism.

“The picture is incomplete … and the reason for this is that publishers are afraid of the Islamist activists. They don’t want trouble,” he said.

Sewall noted the text “World History: The Modern World,” published by Pearson Prentice Hall, doesn’t mention the religion of the 9/11 hijackers, simply calling them a “teams of terrorists.”

Jihad about ‘funding medical research’?

Also in 2009, WND reported the middle school textbook “History Alive! The Medieval World and Beyond,” published by Teachers’ Curriculum Institute, said an Islamic “jihad” is an effort by Muslims to convince “others to take up worthy causes, such as funding medical research.”

And even at its most violent, “jihad” simply is Muslims fighting “to protect themselves from those who would do them harm,” says the book.

A parent whose child has been handed the text in a Sacramento-area district said at the time in a letter to WND noted that seven of the book’s chapters deal with Islam or Muslim subjects.

In 2006, WND reported a school in Oregon taught Islam by having students study and learn Muslim prayers and dress as Muslims. A parent told WND her 13-year-old son was being “indoctrinated that Islam is a religion of peace, and being dressed up as a Muslim, being taught prayers, and scriptures out of the Quran.”

“I just don’t understand the ban on Christianity but Islam has free rein,” she said.

WND reported in 2003 a prominent Muslim leader who eventually was convicted on terror-related charges helped write the “Religious Expression in Public Schools” guidelines issued by President Clinton during his tenure in office.

Abdurahman Alamoudi, who was president of the American Muslim Council and a supporter of Hamas and Hezbollah, worked with President Clinton and the American Civil Liberties Union when the guidelines that later were used by a federal judge to conclude such teaching was legal were compiled.

Observing Ramadan

In 2001, shortly after the 9/11 attacks, seventh graders in Byron, California, were taught a three-week course on Islam that required them to learn 25 Islamic terms, 20 proverbs, Islam’s Five Pillars of Faith, 10 key Islamic prophets and disciples, recite from the Quran, wear a robe during class, adopt a Muslim name and stage their own “holy war” in a dice game.

The school, Excelsior, used a textbook that omitted information about Islam conquest and cruelties against Christians and Jews. Christianity was mentioned only briefly and negatively, linked to the Inquisition and to Salem witch hunts.

The students were given Muslim names and told to recite Muslim prayers in class. They were required to recognize the Islamic practice of Ramadan by giving up something for a day, and the teacher gave extra credit for fasting at lunch.

For the final exam, the students had to write an essay about Islamic culture. The essay assignment warned students: “Be careful here; if you do not have something positive to say, don’t say anything!!!”

Parents went to court to uphold their right to reject the class for their children, but a federal just ruled against them, and in 2006, the U.S. Supreme Court refused to consider their appeal.

Also see:

Video: Pamela Geller Discussing Islamization of San Diego Schools on One America News

By Pamela Geller, April 24, 2017:

I appeared on One America News network’s The Daily Ledger to discuss the islamization and madrassing of the San Diego public schools.

The islamization of public schools has been proceeding for many years.

Jewish students are the most bullied, but there are no safe places or Judaism lessons in public school. Or for Christians, Hindus, Buddhists, etc. This is part of the escalation of the islamization of the workplace.

It is telling that the public school district is working with a designated terrorist group, CAIR.

This is nothing short short of surrender to an brutal, invading ideology.

Textbook companies have their material on Islam vetted by Islamic groups that turn them into dawah presentations, proselytizing for Islam.

Innumerable textbooks and other material used in public schools today presents a rosy and whitewashed picture of Islam, while being harshly critical of Judaism and Christianity.

Our children are being taught to despise and be ashamed of their own heritage and culture, and to think that any negative word about Islam, even in connection with jihad terror attacks, is racist and Islamophobic. This is a recipe for surrender and subjugation.

Also see:

Muslims Are Super Sad Because Tennessee Middle Schoolers Will No Longer Learn The FIVE PILLARS OF ISLAM

Getty Images, YouTube screenshot/qrnano

Getty Images, YouTube screenshot/qrnano

Daily Caller, Eric Owens, October 3, 2016:

Newly-revised world history and social studies standards for taxpayer-funded Tennessee middle schools will no longer include teaching students the Five Pillars of Islam while pointedly ignoring the basic tenets of Christianity.

A group of teacher created the draft of Tennessee’s new “Islamic World” standards, reports Nashville CBS affiliate WTVF.

Students will also no longer be required to learn about the teachings of Muhammad; the Quran, Islam’s primary text; or the Sunnah, a statement of Muslim religious practices.

Other rejected curriculum standards include material about the political rise of Islam, the geography of the Arabian Peninsula and differences between the Sunnis.

According to the Kingsport Times-News, the new draft standards will include excerpts from “The Hadith” — various sayings attributed to Muhammad — and from “The Book of Golden Meadows,” a collection of anecdotes by Arab historian and geographer Al-Masudi which charts the beginning of the world from Adam and Eve through the later period of the Abbasid Caliphate.

Also, Tennessee middle schoolers will have to be able to “explain the importance of the Malian king, Mansa Musa, and his pilgrimage to Mecca in 1324” and to “describe the diffusion of Islam, its culture and the Arabic language.”

State Board of Education policy director Laura Encalade described the revisions as but a small part of “a wide variety of changes to the standards” “across all grade levels and content areas,” according to WTVF.

Kasar Abdullah, a Muslim living in the Nashville area, expressed disappointment that all Tennessee children will no longer be required to learn about the teachings of Muhammad in public schools.

“How does it impact that Muslim child who never seems to hear anything about who they are?” Abdullah asked in an interview with the CBS affiliate, “It seems to me it tells that child you’re not important.”

“The question we should ask ourselves is what is the purpose of our schools our institutions,” Abdullah also said. “Are we to teach our students just a singular narrative?”

In a press release sent to The Daily Caller last week, the Council on American-Islamic Relations (CAIR) described Tennessee’s proposed new curriculum standards as “Islamophobia.”

Last fall CAIR called on Tennessee residents to oppose state legislation that would have prevented public schools from teaching the principles of Islam and every other religion until students reach the 10th grade. (RELATED: CAIR Demands Tennessee 7th Graders Learn ‘Muhammad Is The Messenger Of God’)

The legislation authored by Republican Sheila Butt was largely in response to a grassroots campaign across the state by parents — primarily evangelical parents — against what they perceive as an inappropriate focus on Islam in history and social studies courses in taxpayer-funded middle schools.

Complaining parents from across Tennessee had expressed alarm because their children in public middle schools were learning about the Five Pillars of Islam in a world history and social studies classes. (The first and most important pillar is roughly translated as: “There is no god but God. Muhammad is the messenger of God.” (RELATED: Public School Parents Angry After Middle Schoolers Instructed To Write ‘ALLAH IS THE ONLY GOD’)

The angry parents observed that the state’s curriculum material pointedly ignores Christianity. At no point do Tennessee middle school students study Christianity per se, they said. There is not, for example, one class day dedicated to the basic Jesus story.

A local school district official, Jan Hanvey, told The Daily Herald that students in Maury County students would eventually come across a reference to Christianity when history teachers reach the “Age of Exploration” in eighth grade. Then, Hanvey said, students hear about Christians persecuting other Christians in some countries in Western Europe.

A committee appointed by Tennessee state lawmakers is expected to give final approval to the new standards after a public comment period ends on Oct. 28.

After final approval, local school districts will draft their own local curriculums, based on the new state standards, and choose textbooks.

Some 17,000 people have already viewed the draft standards online, notes WTVF. (All of the standards are available here.)

For reasons that are not entirely clear, Tennessee appears to be an epicenter for America’s continuing encounter with Islam.

In July 2015, lone Muslim gunman Mohammad Youssuf Abdulazeez, a 24-year-old naturalized citizen from Kuwait, brutally murdered four Marines at a military recruiting center and a Naval reserve center in Chattanooga, Tenn.

Back in February, leaders of ISIS took to the group’s propaganda magazine to urge followers to assassinate Houston, Texas-born Yasir Qadhi, a professor who teaches at Rhodes College in Memphis. (RELATED: ISIS Is Now Threatening To Murder A COLLEGE PROFESSOR IN TENNESSEE)

In 2013, officials at Sunset Elementary School in the affluent Nashville suburb of Brentwood rescinded a ban on delicious pork just one day after it went into effect because parents complained. The parents and other locals believed that the prohibition on pork had been an attempt to defer to the sensibilities of unidentified Muslim students. (RELATED: Tennessee Elementary School Lifts Fatwa Against Pork After Parents Complain)

Over 80 percent of the residents of Tennessee identify as Christian, according to a 2014 Pew poll. About one percent of Volunteer State residents call themselves Muslim.

CAIR is most notable, of course, because the organization was listed by the U.S. government as an unindicted co-conspirator in a scheme that provided funding to the terror group Hamas.

In 2014, the United Arab Emirates officially designated 83 groups as terrorist organizations, including CAIR.

Follow Eric on TwitterLike Eric on Facebook. Send education-related story tips to erico@dailycaller.com.

Read more: http://dailycaller.com/2016/10/03/muslims-sad-because-tennessee-schools-drop-five-pillars-of-islam/#ixzz4M3fQ37bw

New study reveals the extent of extremist teachings in Canadian mosques and Islamic schools

The Islamic booth at Dundas Square. Photo: CIJnews

The Islamic booth at Dundas Square. Photo: CIJnews

CIJ News, by Ilana Shneider, Aug. 23, 2016:

A new study by Terrorism and Security Experts of Canada (TSEC Network) examines the degree to which Islamist extremism is advocated in Canadian mosques, Islamic schools and other organizations. It also shows that martyrdom is advanced in Canadian schools as an acceptable idea.

“Lovers of the Death?” – Islamist Extremism in Mosques and Schools – co-authored by Tom Quiggin, court qualified expert on the structure and organization of jihadist terrorism and a twenty-year veteran in the intelligence community and Saied Shoiaab, a Muslim who has researched and written extensively on the issue of Islamic extremism in the Middle East and Canada – argues that despite what the politicians say, Islamist extremist ideology exists in Canadian mosques, schools and other institutions.

One of the biggest issues affecting Canada is not that extremist ideology exists in the mosques and schools, but that the mosques and schools contain nothing but extremist literature in these institutions. The same can be said for public libraries, whose Arabic collections include extremist literature by some of the most contentious and dangerous authors from the Islamist world.

It is not the presence of extremist literature in the mosque libraries that is worrisome. The problem is that there was nothing but extremist literature in the mosque libraries.”

The authors of the study have collected information through undercover and surreptitious means and by extensive analysis of open-source intelligence and social media.

Theys argue that many leading politicians still attempt to convince Canadians that no extremism exists in Canadian mosques and brand anyone who questions the existence of extremism as “racists” or “Islamophobe”.

Is it possible that Canadian politicians are misleading or deliberately lying to the population about the threat of Islamist extremism in Canada? Have the forces of political correctness and cultural relativism captured them so completely that they are unable to speak on these sensitive subjects?”

The study reveals multiple, real world cases of Islamist extremist ideology being advocated in Canada, which confirm former Prime Minister Harper’s 2015 statement that drew a link between radicalization and mosques.

While defending a proposed Bill-51 which would have included criminalizing advocacy for or promotion of a terrorist act, Harper said “It doesn’t matter what the age of the person is, or whether they’re in a basement, or whether they’re in a mosque or somewhere else”.

The remark drew instant condemnation from Canadian Muslim groups who said they were “deeply troubled” that Harper “implicated Canadian mosques as venues where terrorism is advocated or promoted” and demanded that Harper apologize for his statement.

Examples of extremist teachings in Canada

CIJnews has learned that some Islamic private schools in Canada use textbooks produced by the Saudi Ministry of Education. 

Textbooks obtained by CIJnews contain chapters dealing with the wisdom of the capital punishments in Islam in cases of major sins.

In two textbooks for the school year 2014 and 2015-16, homosexuality is depicted as a “major sin” and as “one of the most heinous sins” punishable by death for both partners to the sexual act. The punishment is similar to that inflicted on the people of Lut, meaning by stoning and/or by fire.

Homosexuality is prohibited, one of the textbooks explains, because this behavior interferes with the natural state of human beings and spreads moral corruption and diseases like HIV.

The textbook suggests that early marriage and executing the fixed punishments on homosexuals can protect the society from homosexuality.

The textbook also teaches that adultery is punishable in case a married man/ woman are involved by stoning to death, and theft in certain conditions and terrorizing people by chopping off limbs.

Canadian Imams and Islamic literature sold/ distributed for free in Canada provide a context to understanding the position of Islam regarding homosexuality (to read “What Islam is saying on homosexuality? The Canadian Islamic perspective” click here and here.)

In 2013, The Muslim Council of Calgary (MCC) posted on its official website a booklet called “Answers to Non-Muslims – Common Questions About Islam” authored by Dr. Zakir Abdul Karim Naik, a well-known al-Qaeda sympathizer, which calls for capital punishment for the rapists, chopping off the hands as punishment for robbery

The official website of Salaheddin Mosque located in Scarborough, Ontario, posted under the heading “Islamic FAQ” the following:

Islam prescribes chopping off the hands of the convicted robber. “As to the thief, male or female, cut off his or her hands: a punishment by way of example, from Allah, for their crime: and Allah is Exalted in power, full of wisdom.” (Quran 5:38)

Suppose the Islamic Law is implemented in America i.e. every rich person gives Zakat ( 2.5% of his savings in charity above 85 grams of gold every lunar year), and every convicted robber has his or her hands chopped off as a punishment.”

Thus every Muslim should be a fundamentalist i.e. he should follow the fundamentals of the Religion of Peace: Islam. He should be a terrorist only towards the antisocial elements in order to promote peace and justice in the society…”

Islamic Circle of North America (ICNA Canada) located in Oakville, Ontario, is an Islamic nationwide organization which strives “to build an Exemplary Canadian Muslim Community” by “total submission to Him [Allah] and through the propagation of true and universal message of Islam.”

On its official website, ICNA Canada ICNA posted the book “Riyad us Saliheen” (The Garden of the Righteous) by a 13th century Sunni scholar. In the commentary to the Qur’an, the book says that “theft is punishable by the cutting of the hand; the punishment of adultery is a hundred strikes or Rajm (stoning to death); the punishment of drinking of intoxicants is forty strikes.

The “Info on Islam” booth at Dundas Square in down Toronto is operated by the Walk in Islamic Info Center (WIIC), a Toronto-based organization dedicated to Dawah (propagating to Islam).

On its official website WIIC states that its mission “is to create awareness & understanding about the religion of Islam and correct misinformation about Islam amongst Muslims & non-Muslims” by giving “street Dawah,” distributing free Quran and books on introduction to Islam, supplying Quran and Islamic “books to detention centers (jails),” operating dawah office and musallah [Prayer House]” in downtown Toronto (at Yonge & Dundas Street across from Eaton Center) and offering “Free Dawah Franchise worldwide.”

Last year, Dawah activists at Dundas Square handed out for free the booklet “Muslim Prayer Handbook For Beginners,” which introduces the daily prayers for Muslims.

In some of the supplications dealing with the “Kafiroun,” the disbelievers or infidels, Muslims are ordained to ask Allah to help them overcome and defeat their enemies who are identified as the disbelieving people.

Read more

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.

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.

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