On Florida’s Atlantic Coast, some 200 or more local parents and activists have announced plans to show up at Tuesday’s Volusia County school board meeting to protest the public school use of a world history textbook that devotes a whole chapter to Islam but exactly zero chapters to any other religions.
The textbook, called simply “World History,” contains a 32-page chapter fondly devoted to “Muslim Civilizations.” Sections include descriptions of the Koran, the growth of the Muslim empire and the Five Pillars of Islam.
The planned protest will include a demand that students rip out the 32 pages of the Islam chapter unless the school district agrees to provide students with a similar amount of officially-sanctioned material concerning other religions, reports local ABC affiliate WFTV.
Read more: http://dailycaller.com/2013/11/05/hundreds-will-protest-islam-lovefest-history-textbook-foisted-on-high-school-students/#ixzz2jnrQ5DxB
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
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.
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
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
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
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