It is time to start naming names. I don’t like to do this, but schools and instructors found teaching revisionist history need to be exposed. Our schools are institutions where our children deserve to be taught facts, not fiction masquerading as truth. Instructors are not paid to teach myth.
For the background to this post, see my earlier post “Columbus, Islam, and Revisionist History.”
On September 7, 2010 I sent the following letter to the president of Mt. San Antonio College. Subsequently I also sent an electronic copy of the letter along with copies of all supporting documents to every trustee of the college. To this day I have not received a response from either the president or any of the trustees.
September 7, 2010
Dr. John S. Nixon, President/CEO
Mt. San Antonio College
1100 N. Grand Ave.
Walnut, CA 91789
Dear Dr. Nixon,
I write this letter as a concerned citizen. I believe the objective of every institute of higher education should be to provide instruction based on fact and truth. Continue reading
This is not going to be pleasant, but the truth needs to be told.
I learned recently that a student at a local junior college was told by a history professor that Muslims were in North America long before Columbus arrived here. Where in the world did this professor get this impression? What evidence is there to substantiate such a wild claim? Is her statement backed by other historians?
A group identified as The Middle East Policy Council (MEPC), with the assistance of Arab World and Islamic Resources (AWAIR), published a manual in 1998, and revised it in 2002. The manual, called the Arab World Studies Notebook, and which I have a copy of, is a 540 page manual in a 3-ring binder geared specifically toward educators. It contains background material written by a number of authors, lesson plans for instructors, classroom activities, and lists of additional resources for each topic covered.
The MEPC hosted “educational seminars” on Islam throughout the U.S. to help school instructors better understand Islam and prepare them to teach this subject in classrooms. Teachers were given free or reduced-price copies of the workbook. The MEPC even pitched the workbook directly to school boards in an attempt to have it adopted into the local curriculum of various school districts. According to various sources, over 20,000 copies of the workbook found their way into the hands of educators. Continue reading