Tennessee parents angry after school textbooks justify Palestinian suicide bombings

Tennessee parents are fuming after learning that school textbooks justify Palestinian suicide bombings in Israel.

Some parents in Williamson County, Tennessee, are calling for the removal of the high school textbook, believing that it is biased against Israel.

The textbook is taught on a college level elective course called Human Geography, and is available to students in public schools in Williamson County, which also offer an elective course on the Bible.

Parents are against the kind of questions that the book is encouraging teens to ask. One of the book’s questions is: “If a Palestinian suicide bomber kills dozens of Israeli teenagers in a restaurant in Jerusalem, is it an act of terrorism or a war against the policies of the Israeli government?”

Julie West, a mother of a 15-year-old student at Franklin High School in Franklin, Tennessee, said the question is pro-Palestinian.

“We are living in a time where people say: ‘How can someone put a bomb outside a restaurant or on a street with the intention of killing innocent people?’ And we wonder why, when at the same time we are teaching our children a curriculum that suggests it could be fine, or at least it might be okay if these children are Jewish,” West said.

Laurie Cardoza-Moore, head of a pro Israeli group, said: “the book is anti-Semitic.”
Cardoza-Moore said that the book aims to delegitimize the right of the Jewish people to the Holy Land.

“I am shocked that such a book even exists in the U.S. It should be illegal. What is it doing in a school in Tennessee? This book seems more fitting for some radical country located thousands of miles away from the U.S.” Jerold Peralta, of Scottsdale, Arizona told YourJewishNews.com after learning about the book.

“I think it’s a slippery slope to go down if we start banning books, because people have opposing views,” county schools Superintendent Mike Looney said. “I think the fundamental question to be answered is: Does the book create an opportunity for students to engage in deep dialogue about important issues in the world? I think it does,” Looney added.

Original article can be found here.

Comment: Far too many in our nation are still under the illusion, as is the instructor mentioned in this article, that the cause of Arab and/or Palestinian hatred of Jews is somehow rooted in Israeli or United States foreign policy issues. They refuse to recognize that Islamic jihad has been a reality on the historical scene for long before Israel or the United States even existed. Nor do they wish to recognize hatred of Jews has theological roots embedded in Islamic teaching.

Let me quote just a small snippet as an example of the theological roots of hatred against Jews from Muslims. Kate McCord wrote her book “In The Land of Blue Burqas” to tell of her experience of living for five years among common, ordinary Afghanis. In her book, she relates the following:

An Afghan man, a graduate of Sharia law school, explained what he called the correct Islamic perspective on Israel. He said that the Jews have disobeyed God and are forever beyond redemption. That means, even if they convert to Islam, they still cannot be saved. He said that God hates the Jews and will never forgive them. He said that God has ordered the nation of Islam, the entire worldwide community of Muslims, to annihilate the Jews.

Does this sound like Jew hatred is caused by Israeli foreign policy issues?

Texas Curriculum: Allah is Almighty God!

In the 70 percent of Texas public schools where a private curriculum has been installed, students are learning the “fact” that “Allah is the Almighty God,” charge critics of a new online curriculum that already is facing condemnation for its secrecy and restrictions on oversight.

The program, called CSCOPE, is a private venture operating under the umbrella of the Texas Education Service Center Curriculum Collaborative, whose incorporation documents state its independence from the State Board of Education of the Texas Education Agency.

In one scenario, students are asked to study the tenets of Islam, and critics say the materials provided exceed impartial review of another faith, extending into requirements of conversion and moral imperatives.

A computer presentation utilized as part of a study of Islam includes information on how to convert, as well as verses denigrating other faiths.

Read more at http://www.wnd.com/2012/12/texas-teaching-allah-is-the-almighty-god/#ub0Mevr5FpVzWGjU.99

Boston Public Schools Expose Students to Islamist Lies

Last year, the Wellesley Middle School was caught in a nasty controversy when my organization, Americans for Peace and Tolerance (APT), released a shocking video of a student trip to the Roxbury megamosque.

Viewers could see mosque staffers teach the students unadulterated propaganda – among other things, that Muslim women got the vote before women in the West. They also saw Wellesley boys prostrating themselves to Allah alongside Muslim men. The controversy was covered extensively on Boston TV and radio, and the video was seen by almost 500,000 people on YouTube.

As a result, Wellesley schools no longer visit that mosque. Good. But we also asked Wellesley school administrators to go back to the students and correct the false information they were taught, and then to explain what propaganda is.

They refused, and as far as we know, a class full of Wellesley students still believe these falsehoods and don’t know they were lied to. Why are school administrators afraid to tell the truth?

Now, the Newton public school system is enmeshed in a similar controversy about deceptive lessons concerning Muslim women. This time there is an anti-Semitic theme. As with Wellesley, the Newton school administrators are refusing to tell the children they were lied to.

It began when a Newton parent learned that his daughter was being taught – in a school handout — that Israelis incarcerate, torture and kill Palestinian women.

The material came from “The Arab World StudiesThe Arab World Studies Notebook Notebook,” which has been condemned by serious educators as blatant propaganda. How did this get into the curriculum?

Margo Einstein, Newton’s pro- Jewish “community organizer,” sparked a growing and organized effort to challenge the Newton schools. She has gathered a team of parents and researchers to review the textbooks and circular materials that are being used to teach about Arabs, Jews, Muslims and Christians in our schools.

As a taxpaying Newton resident, I was allowed to address the School Committee last week. A summary of my remarks (below) sketches out the problem and should give enough examples to make us all concerned:

Teachers in the Newton schools gave students a handout that defamed Israel’s Jews as monsters and savages who imprison, torture and kill Palestinian women. This is not only untrue, the opposite is true, that is, if you want to give students truly horrific examples of violence, murder and intolerance in the Middle East, you have all you can possibly want in Palestinian, Arab and Muslim behavior and history. And not just history – just review the violence of the Arab Spring, the daily slaughter of civilians in Afghanistan, Iraq and Syria.

But as the Newton schools are guided by what is politically correct, our students cannot learn about any examples of non-Western misconduct. (You are programming our students not to judge the “Other” – only people like us.)

For example, Arabs today have black slaves in Sudan and Mauritania.

But you cannot teach that truth. It does not fit the politically correct narrative, that evil in the world comes from white Europeans – and everyone else is a victim. If you point out the obvious, you are a bigot, blaming the victim.

Newton students come from a culture that would not normally abandon blacks who are enslaved today. Nor would they abandon women or gays who are oppressed, but your politically correct education ensures that our children will not learn about the plights of these people in the Islamic realm, or anywhere outside the West for that matter – or that they will be afraid to speak about it. You will have taught them that.

But you (Newton schools) did give students ‘A Muslim Primer,’ which touts as the best guide to understanding Islam and human rights, by the Egyptian scholar Sayyid Qutb. But it turns out that Sayyid Qutb is the intellectual father of the Muslim Brotherhood. His books are filled with calls for Jihad against Christian, Jewish and secular Muslim societies. The book you gave them promotes the man who inspired Osama bin Laden.

Women in the Muslim world are third-class citizens. But nobody will explain this in Newton to our students. It’s taboo.

Instead, Newton North students have been given handouts describing the Muslim world as, I kid you not, ‘a world where womanhood reigns supreme,’ where women are freer than Western women, who apparently ‘have less control over their destiny.’

Gays are hanged in public squares in Iran, and Christians are besieged by mobs in Cairo, driven from Iraq and terrified in Damascus. But these essential facts are not politically correct and therefore taboo in Newton schools.

Newton students have a text called ‘World History/Human Legacy,’ which teaches that Mohammed shared his preaching with the Jews of Yathrib.

But the book doesn’t say that when the Jews rejected Mohammed, he beheaded the men in front of their families and took the terrified Jewish children and women as slaves.

In Newton, students read from a book called ‘Islam: the Straight Path,’ which calls the Torah and the Gospels degenerate and perverted.

You eliminated the ‘Arab World Studies Notebook,’ after we protested.

But if this poison, and so many others things we could point out to you, have penetrated your filters, we cannot be asked to trust you. We want to see what you are teaching our children. Yet, counter to your own rules, you have refused.

You have not, as far as we know, corrected the defamation of the Jews that you brought into the classroom. So Newton students may continue to believe that the Israelis torture and murder Palestinian women.

You did not investigate how this happened so that you can search out and eliminate other poisonous texts. You have not warned other school boards that this happened to you. You should have been shocked and apologetic. Instead, you want us to go away.

So: We want to know what you are teaching our children. Making us jump through hoops, treating us like this, is indecent.

I believe that the School Committee is composed of intelligent, well-meaning individuals. I also believe they are unaware of the cultural and political bias that permeates much of education today.

They may be guided by a desire to increase American students’ understanding of global issues but their efforts have been hijacked to promote false narratives and a lethal agenda. I urge the School Committee to make all syllabus and curricula openly available to the parents and taxpayers of Newton. In the age of the Internet, there is no excuse to hide what is being taught to the next generation.

Note: This article was penned by Charles Jacobs for The Jewish Advocate and cross posted from Radical Islam.

The Historical Reality of the Muslim Conquests

Raymond Ibrahim

Because it is now almost axiomatic for American school textbooks to whitewash all things Islamic (see here for example), it may be instructive to examine one of those aspects that are regularly distorted: the Muslim conquests.

Few events of history are so well documented and attested to as are these conquests, which commenced soon after the death of the Muslim prophet Muhammad (632) and tapered off circa 750. Large swathes of the Old World—from the India in the east, to Spain in the west—were conquered and consolidated by the sword of Islam during this time, with more after (e.g., the Ottoman conquests).

By the standards of history, the reality of these conquests is unassailable, for history proper concerns itself with primary sources; and the Islamic conquests are thoroughly documented. More importantly, the overwhelming majority of primary source materials we rely on do not come from non-Muslims, who might be accused of bias. Rather, the foremost historians bequeathing to posterity thousands of pages of source materials documenting the Islamic conquests were not only Muslims themselves; they were—and still are—regarded by today’s Muslims as pious and trustworthy scholars (generically, the ulema). Continue reading

Adopting Pro-Sharia textbooks

By Alyssa Lappen, posted at Family Security Matters

In August 2011, a Marietta, Ga. 7th grade teacher gave a three-page homework lesson from InspirEd Educators Inc. of Roswell, Ga. to students to help them discuss pros and cons of school uniforms. “Women in the West do not have the protection of the Sharia as we do,” declared a letter from a Saudi wife named Ahlima. “If our marriage has problems, my husband can take another wife rather than divorce me, and I would still be cared for.” She’s glad that Saudi women “have the Sharia.” When parents objected to the assignment’s pro-Islam stance, the school district changed the curriculum.
In 2010, Act for America compiled research from former assistant education secretary Diane Ravitch, American Textbook Council and Textbook League on how38 public school texts handled Islam; last month, Christian Action Network launched a national campaign warning of bias.
While school assignments sugarcoat sharia, the doctrine requires “defense” of community and permits “payback” against perceived enemies like U.S. servicemen and all Israelis, according to influential Muslim Brotherhood jurist Yusuf Qaradawi. Thus a naturalized Kosovo man arrested in Florida Jan. 9 planned an attack to “die in the Islamic way.” The Council on Islamic American Relations (CAIR) has long warned members not to aid the FBI and Muslim Public Affairs Council (MPAC) agents seek more “hate crime” studies — but eliminations of solid counter terror strategies.
Some 22 states and U.S. territories currently maintain central textbook “adoption” standards to either recommend or require specific textbooks for public schools.Textbook adoption originated during Reconstruction to ensure that the Civil War narrative included Confederate views in southern states. In the public free-for-all that ultimately developed, minorities apparently appropriated undue influence. Thus, texts often downplay European history but include material unrelated to the U.S. Some books, for example, tout Mali’s medieval Islamic ruler Mansa Musa and his 1324 trip (with thousands of slaves) to Mecca. But they provide no connection to U.S. history — as none exists.
In the last two decades, sanitized Islamic history and dogma crept into broad use in U.S. public school books thanks largely to Shabbir Mansuri; to advantage Muslims, he maximized the minority role in textbook adoption (and falsely claimed to be a USC-educated chemical engineer). In 1990, he founded the Fountain Valley, Ca. Council on Islamic Education to promote Islam in textbooks and curricula, which he calls a “bloodless” revolution inside American junior high and high school classes. Mansuri derived the idea in 1988, after seeing a textbook disparage physical aspects of Muslim prayer, he says.
Independent review agencies affirm that CIE—deceptively renamed in 2006 as Institute on Religion and Civic Values (IRCV)—powerfully influences U.S. textbooks via state standards it helped to write.
For advancing “change” in school standards and curricula, CIE can largely thank Muslim convert Susan Douglass, who for 10 years wrote CIE lesson plansadvisories,guidelines and pamphlets to soft peddle Islam in public schools. Central is theTeacher’s Guide to Religion in the Public Schools that this author exposed shortly after its 2003 publication, purportedly as an interfaith “First Amendment” plan.
CIE bedfellows include North American Muslim Brotherhood affiliates. CIE shares MB goals, as its former chief Mohammed Akram outlined in a strategic May 1991 MB “Explanatory Memorandum.” Sound Vision Foundation pushes “dawa” (proselytizing)in public schools from MB offices in Bridgewater, Ill., for example. CIE joined efforts with Arab World and Islamic Resources Group (AWIRG), a.k.a. Dar al Islam or land of Islam—a remote N.M. non-profit founded in 1979 by the late Saudi King Khaled ibn Aziz. AWIRG had CIE help forming its speakers bureau and until a 2005 press inquiry, listed CIE as its “secondary schools” associate. CIE has old ties, too, to the extremist Islamic Networks Group, and “collaborated extensively” with Ali al-Mazrui, an ex-trustee of an MB organization founded by incarcerated, Eritrean MB terrorist financier Abdurahman Alamoudi.
While probably unaware of their carefully staged genesis, parents for years have vocally opposed such Islamic instructions in public schools and texts as:
  • In 2005, Scottsdale, Ar. schools shelved Across the Centuries, only to introduce more offensive Islamic propaganda in TCI’s History Alive! The Medieval World and Beyond.
  • In 2008, a Seminole County, Fl. school let Muslim women co-opt a “family dynamics’” talk.
  • A Houston middle school sent students to a class on Islam during a periodreserved for phys ed.
  • California parents have repeatedly rejected curricula and texts (including TCI’sHistory Alive) that sanitize Islam or teach its pillars.
  • In Sept. 2010, a Wellesley, Ma. school “field trip” to a Saudi-funded Roxbury mosque taught kids how to pray like Muslims.
  • In early 2010, Minnesota’s ACLU sued St. Paul’s public k-8 Tarek ibn Ziyad Academy for breaching the ban against government religious advocacy.
  • Massachusetts schools adopted a Notebook by Abiquiu, N.M.’s Saudi-funded AWIRG. Pushed by Harvard’s Middle Eastern Studies Center, it claims Muslim explorers discovered the New World and Native Americans had Muslim names. (In 2005, the center had received $20 million from Saudi prince Alwaleed bin Talaal, who later boasted he could control global TV news.)
In Sept. 2010, the Texas Board of Education endured heavy criticism after issuing a textbook resolution asking publishers to fix the “pro-Islamic/anti-Christian half-truths, selective disinformation, and false stereotypes” that riddled textbooks. The board included four pages of notes to document “pejoratives” targeting Christians and “superlatives,” Muslims—e.g. brutal conquests of Christian lands were called “migrations” of “empire builders.” Books listed Crusaders’ massacres, but not the Muslim Tamerlane’s 1389 Delhi murder of 100,000 prisoners or his 1401 Baghdad massacre of 90,000 Muslims.
Whether named CIE or IRCV, Islamic forces spent decades stealthily cultivating influence over our nation’s public schools and curricula through “minority” channels afforded by “textbook adoption.” Other “adoption state” authorities should perhaps now add teeth to their own Texas-like counter-efforts.

Parents, have you read your child’s textbook lately?

From the The Tennesseean

Although it is hard to admit, parents are guilty of overlooking some of the “fine print” in life. The best-intended parents (myself included), who check homework, instill values, run soccer carpool, and tuck in children at bedtime, sometimes get mired in the busyness of life. While making sure all the schedules and needs are met on the home front, we often miss what is right in front of our noses.

Parents sending their children off to school trust that the kids are being taught accurate, unbiased, and morally correct information. We put our trust into a school system that spends more “awake” time with our kids than we do. Sometimes we are a little too trusting when we do not review the textbooks, look over curriculum, and ask teachers questions about their lesson plans. Before I go any further, I want to clarify that I am a believer and a product of public education. I have five relatives who teach or have retired from the public school sector. My children have been blessed with excellent teachers in the Sumner County school system who are responsible, competent and caring.

There are two areas that should be a nationwide concern for parents due to the pressure of certain political organizations and activist groups. I will only discuss one in this article due to the length. After checking my child’s homework one night, I found an entire chapter dedicated to Islam. I understand that the formation of religion is a part of history and therefore should be discussed briefly; however, the length and depth of material are completely inappropriate. In the Holt World History book, the Islamic World chapter covers the roots of Islam, Islamic beliefs and practices, Islamic empires and cultural achievements. (14 pages of Islam compared to three pages of Christianity). Christianity was covered in one section under the Roman empire chapter. Furthermore, the chapter of Islam was whitewashed from clearly explaining the aspects of Sharia Law, the treatment and rights (or lack thereof) of women, and how Islam is “tolerant” (or not so much) toward other religions. The textbook glosses over the spread of Islam through bloodshed of non-Muslims and points out that trade “helped” non-Muslims convert (page 363). The post 9/11-issued book explains that jihad is “to make an effort, or to struggle.” Only in the last sentence was jihad also translated as “holy wars.” Although 96 percent of all social studies text books have been revised since that horrifying historic event, one-third of the textbooks make no mention of 9/11 according to the Center for Information and Research on Civic Learning and Engagement. Another disturbing discovery, the textbook refers to Allah as God several times. As a Christian, I find the interchanging of “Allah” and “God’s” name offensive. Any studied Christian or Muslim would attest that the two religions believe in two different beings as God. Why, then, are the two different beliefs of God being presented as one?

If you think I might be overreacting to the teaching of Islam in the classroom, allow me to elaborate on another “tool” that was used in a Bryon, Calif., classroom. At Excelsior Middle School, the teacher was supposedly following an instructional guide when she told students they would pretend to be Muslims for three weeks in order to learn what Muslims believe. According to World Net Daily, during this time they were required to wear Muslim dress, memorize verses from the Quran, pray to Allah, simulate Ramadan by fasting, use the phrase “Allah Akbar” (Allah is great), and play “jihad games.” When parents were not allowed to opt out, Christian parents sued the school system. Tragically, the federal judge in the 9th Circuit ruled that such activities constitute teaching “about religion” and declared the program devoid of “any devotional or religious intent,” and therefore educational, not religious in nature. In essence, the courts ruled against parental rights and religious freedom. Stories of similar cases rarely get reported. Cinnamon Stillwell, an opinion writer for The San Francisco Chronicle writes, “Islamists have taken what’s come to be known as the ‘soft jihad’ into America’s classrooms, and children in K-12 are the first casualties. Whether it is textbooks, curriculum, classroom exercises, film screenings, speakers, or teacher training, public education in America is under assault.”

Parents need to research materials and resources being used in the classroom. Ask questions. Be rational and civil when you talk to your child’s teacher. Remember that the teachers did not write the textbook. Do find out what points she/he intends to make. My child’s teacher was clear, upfront and reasonable while addressing my concerns. I appreciate the sense of teamwork I felt when I left her classroom. As parents and concerned citizens, we cannot sit idly by. Stillwell writes, “Probably the single greatest weapon in the arsenal of those trying to fight the misuse of America’s public schools is community involvement.” This means you! If even 20 percent of parents took an active role in the fight against indoctrination in the public schools, substantial improvements would be made.

Beth Wettengel is a Hendersonville mother of two.

Recommended Curriculum

For parents who want to teach an accurate history regarding Islam rather than the sanitized version given in public schools, here is an outline for a recommended curriculum. All the information you need regarding these subjects can be found easily via the internet, bookstores, your local library, and I can provide recommendations for you if needed.

This outline came by way of Steve, who posted it on the Creeping Sharia blog. Thanks Steve.

For those who are inclined to take my suggestion, here is the course outline I developed for my own study purposes. There are 20 lessons in the course.

1. The Pre-Islamic World of Arabia: “Jahiliyya”
2. Muhammad: His life, Deeds and Character
3. The Four “Rightly Guided” Caliphs: Abu Bakr, Umar, Uthman, and Ali
4. The Sects of Islam and Schools of Jurisprudence
5. The Five Pillars of Islam and Other Beliefs
6. The Quran: Islam’s Holy Book
7. The Lunar calendar
8. festival Days and Observances
9. The Hadiths, the Sira of Muhammad, and Shariah Law
10. Treatment of Women: Polygamy, the Veil, “Honour Killing”, Wife Beating, and Female Genital Mutilation
11. Jews and Christians: “People of the Book”
12. The “Golden Age” of Islam: Myth or Reality?
13. Dhimmitude: The “Protected” Unbelievers
14. Slavery in Islam: The Hidden and Untold Story of the Slave Trade
15. The Crusades: Christian and Islamic Civilizations Clash
16. Jihad: The “Greater” and the “Lesser”
17. The Quran: Islamic History and Science Versus Authentic History and Modern Science
18. Glossary of Terms
19. Resource Material: Books and DVDs
20. Classroom Assignment

I feel this outline would be great in a college classroom setting, but it can be adjusted to fit any grade level. Use it and learn; there is no copyright on this outline.

Islam in Virginia’s Public Schools, part 2

This is part II of a three part series on the Virginia Department of Education’s attempt to push Islam while purging Christianity and even Capitalism from our children’s classrooms. In Part I of this story we looked specifically at the extraordinary amount of indoctrination the Standards of Learning place on Islam and the Muslim Culture and Theological History. In this section we will take a close look at the purging of Christianity and Capitalism, replaced by mandatory teaching that the government is the great protector of society. To accomplish this goal, the DoE has revised, altered and selectively edited words, paragraphs, historic events and entire civilizations.

Continue reading on Examiner.com Virginia SOL’s push Islam and Far Left Agenda in Virginia Schools Part II – Richmond Political Buzz | Examiner.com http://www.examiner.com/political-buzz-in-richmond/virginia-sol-s-push-islam-and-far-left-agenda-virginia-schools-part-ii#ixzz1SZWt02mv

Islam in Virginia’s Public Schools, part 1

It seems  that Virginia Board of Education has hijacked the Virginia Standards of Learning as a tool to indoctrinate our children in Islam to the near exclusion of Christianity and all other religions.

The pro-Islamic discrimination in our public school texts favors Islam in secular schools, revises history and obscures Sharia law including treatment of non-Muslims. Students are not exposed to fundamental Islam’s goal of imposing Sharia law on all peoples and suppressing all other religions.

Continue reading on Examiner.com Virginia SOL’s push Islam and Far Left Agenda in Virginia Schools Part 1 – Richmond Political Buzz | Examiner.com http://www.examiner.com/political-buzz-in-richmond/virginia-sol-s-push-islam-and-far-left-agenda-virginia-schools#ixzz1SZW0E6dX

Medieval to Early Modern Times

This is the first of several articles that will seek to expose the treatment given to the subject of Islam in our public schools.

Medieval to Early Modern Times is a middle school world history textbook published by Holt, Rinehart, Winston publishers. It is one of a handful of textbooks used throughout the U.S. and adopted by local school boards.

The subject of Islam is contained within Unit 2 of the textbook: The Islamic World. Unit 2 consists of two chapters – Chapter 3: The Rise of Islam, and Chapter 4: The Spread of Islam.

The introductory information on Arab geography and life is accurate and not particularly noteworthy. However, beginning on page 59 with the section “Origins of Islam” we find the textbook making some rather troubling claims. Continue reading