Marine Dad banned from school files lawsuit for Islamic indoctrination

Original article at Charisma News. By Catherine Mcmillan

john_wood-with-daughterThe Thomas More Law Center (TMLC) today announced its representation of John Kevin Wood, and his wife, Melissa, in their battle with La Plata High School in Maryland over the Islamic indoctrination of their 11th-grade daughter in her World History class. Their daughter was required to complete assignments where she had to affirm that “There is no god but Allah” and the other Five Pillars of Islam.

The case gained national attention when the school banned John Wood from entering school property after he objected to the religion of Islam being taught in his daughter’s history class and demanded that she be given an alternative assignment. The school refused.

Wood, a former Marine who served in Operation Desert Shield/Desert Storm and lost friends in that action, saw firsthand the destruction caused in the name of Allah and that Islam is not “a religion of peace;” and he would not budge from his position.

The Thomas More Law Center is a national public-interest law firm based in Ann Arbor, Michigan. TMLC Senior Trial Counsel, Erin Mersino, and Maryland attorney, Michael F. Smith of The Smith Appellate Law Firm, represent the Wood family. Yesterday they filed a request for records relating to the case under Maryland’s Public Information Act.

On Oct. 22, 2014, John Wood discovered that his daughter was being forced to repeat religious tenets of Islam as a part of her World History class assignment. She was required to write how the prophet Muhammad was visited by the angel Gabriel and preached that there is only one true god, who is Allah. The assignment made her write that Mohammad is the messenger of Allah and that the Quran is holy text.

The assignment required her to affirm that “Allah is the same god that is worshipped in Christianity and Judaism” and that the “Quran is the word of Allah revealed to Mohammad in the same way that Jews and Christians believe the Torah and the Gospels were revealed to Moses and the New Testament writers.” The assignment also forced young women such as the Woods’ daughter, to fill in the following sentences: “Men are the managers of the affairs of women” and “Righteous women are therefore obedient.”

When John Wood discovered the Islamic propaganda and indoctrination, he was rightfully outraged, and that evening unsuccessfully tried to
contact the school by phone to voice his objections. Wood witnessed firsthand the destruction caused in the name of Allah and knows Islam is
not “a religion of peace.” He served in Operation Desert Shield/Desert Storm, and lost friends in that action. On 9-11, Wood responded as a
firefighter to the smoldering Pentagon. He refused to allow La Plata High School to subject his daughter to Islamic indoctrination despite the threatened academic consequences.

The next day, Oct. 23, Wood had a phone conversation with a La Plata vice principal where he again reiterated his objections to his daughter being indoctrinated into the religion of Islam. The vice principal indicated that his daughter, a high school junior with college hopes, would receive zeros on her assignments on Islam if she did not complete them. He asked how the religion of Islam could be taught when schools are prohibited from teaching the religion of Christianity.

The following day, Oct. 24, John Wood again spoke with the vice principal. She again refused to allow an alternative assignment.

Commenting on the case, Richard Thompson, TMLC’s President and Chief Counsel stated: “Adding insult to injury, in an arrogant and unnecessary display of power, La Plata’s principal issued a written “No Trespass” notice, which denied this former Marine who stood in harm’s way defending our country—which included the principal and her staff—any access to school grounds. The school’s actions not only dishonored John Wood’s service, but the service of all men and women in our Armed Forces who defended our nation from Islamic violence. True to his Marine training, John Wood stood his ground. He did not retreat. Yes, his daughter has received a failing grade in her World History Class. But the story is not yet over.”

NC School misrepresents Islam, caught red handed by mom

A teacher at Porter Ridge High School in Indian Trail, NC came under fire this week after a mother reviewed her son’s homework assignment. Like many schools around the nation, this one was studying Islam as part of the state approved curriculum, although none of the sources covering this story identified the publisher and title of the text being used. Nevertheless, the worksheet given to students has several troubling statements. Screen-Shot-2014-11-13-at-11.47.09-AMA copy of the student-completed handout can be viewed here. Also note, the school has not confirmed if the answers written by this student are the correct answers based on class content, but there is little reason to believe otherwise.

1. The handout suggests “Islam is the fastest growing religion in the world”. On the face of it, this is correct. But what is left unsaid is more informative and important. It is very troubling this statement is made without qualifiers. Islam is fastest growing only in terms of reproduction among Muslim families. Muslim women are having more babies than non-Muslim women, and all children are deemed to be Muslim per sharia. Unlike Christianity, where a child is not a Christian until he or she makes that choice personally, all children in Islamic households do not get a choice; they are already assumed to be Muslim. But in terms of conversion rates, Islam certainly is NOT the fastest growing religion in the world. The statement is loaded and may be intended to suggest that since Islam is the fastest growing religion, there must be an intellectual reason – Islam must be intellectually appealing for others to be drawn to it in record numbers. Such is NOT the case.

2. “Experts predict it will be the largest religion in the world some day.” Again, very misleading and suggestive that Islam has an intellectual appeal drawing record numbers into its fold. Such is not the case. And who exactly are the ‘experts’ being cited? What is the source of the criteria used? How was the research conducted? These questions may have been introduced in the classroom, but we have legitimate reasons to ask these tough questions, especially when it concerns intellectual honesty and integrity.

3. “Islam is, at heart, a peaceful religion.” This is patently false. There are two reasons why this statement would be made. Either the one making the claim has not studied Islam for herself, or she is deliberately attempting to portray Islam in a positive manner for other purposes to cover its true doctrine and make it palatable to Western sensitivities. Although there are peaceful Muslims, there is no peaceful Islam. The Quran is replete with scripture commanding Muslims to slaughter, mutilate, and behead all non-Muslims without limitations on time, place, or circumstance. Muhammad, whom Muslims believe to be the perfect example of righteous conduct (Quran 33:21) commanded the slaughter of those who mocked him, wrote poetry criticizing him, or opposed his claim to be God’s final prophet. These are all documented in the earliest and most authoritative biography of Muhammad’s life, written by Ibn Ishaq a mere 130 years after Muhammad’s death. I have highlighted some of these incidents in this article. Ibn Ishaq’s biography of Muhammad is the standard text all scholars of Islam use when studying his life, and it paints a picture of the man starkly different than the statement on the student worksheet. Statements that Islam is peaceful fly in the face of historical reality of 1,400 years of Islamic aggression and do not align at all with the example Muhammad set for his followers.

4. “Most Muslims [sic] faith is stronger than the average Christian.” This seems to be opinion offered as fact, a common tactic found when teaching Islam around the nation. On what research is this opinion based? Again, such a statement seems to have one purpose in mind: to elevate Islam as superior to any other religion. This is indoctrination, not education.

5. “Radical Islamic fundamentalists are opposed to Western Civilization’s way of life and imperialistic pursuits.” Again, a fundamentally incorrect view of the historical reality. Radical Islamic fundamentalism began just a few short years after the death of Muhammad, and centuries before any Western power began imperialistic pursuits. In fact, scholar Efraim Karsh has documented such Islamic imperialism in his book, aptly titled “Islamic Imperialism: A History.” Another excellent resource, researched with abundant citations, is Andrew Bostom’s “The Legacy of Jihad.”  Western society, foreign policy, and other arguments are nothing more than a smokescreen to hide 1,400 years of Islamic aggression sanctioned by Islam’s holy text and Muhammad’s commands.

6. “These fundamentalists represent a small percentage of the population of Islam …” Two comments here. 1) Estimates put the number of so-called extremist fundamentalists at around twenty percent. Although one might call this a small percentage, twenty percent of 1.8 billion still represents 360 million, larger than the population of the United States. Is this really a small number and of no concern? 2) Although the news media prefer to focus on the actions of extremist groups like Boko Haram, Al Qaeda, or the Islamic State, much of the persecution and terrorism against non-Muslims is at the hands of normal, every day, ordinary Muslims, not these extremist groups. The twenty percent number thus is an under estimate of the number of Muslims involved in what would be considered terrorism against non-Muslims. Consider, for example, the Arab Spring riots in Egypt not long ago. Churches were burned, Christians driven from their homes, their businesses looted and burned, not at the hands of extremists, but regular Muslims. The same can be said of countless other similar events across the globe.

7. “No where [sic] in the Qur’an does it say you will go to paradise if you martyr yourself with a suicide bomb.” On the face of it, this is a correct statement but misleading. The Qur’an never uses the word ‘bomb’ anywhere. But both the Qur’an and the hadith (traditions attributed to Muhammad) speak extensively of those who sacrifice their lives as martyrs in the service of Islam. Sahih Bukhari, the second most authoritative set of texts for Sunni Muslims after the Qur’an, dedicates an entire 50 or so page section on jihad. The blessings of martyrdom are given ample attention. Further, the Qur’an speaks directly to this topic in Sura 3:169-170, which says, “Think not of those who are killed in the Way of Allâh as dead. Nay, they are alive, with their Lord, and they have provision. They rejoice in what Allâh has bestowed upon them of His Bounty, rejoicing for the sake of those who have not yet joined them, but are left behind (not yet martyred) that on them no fear shall come, nor shall they grieve.”

8. “To win (the war on terror) we need to raise the standard of living in areas of squalor and educate so as to avoid political brainwashing.” The war on terror, and terrorism itself, has absolutely nothing to do with uneducated Muslims living poverty. This is one point drive home time and again by liberals and leftists who think poverty is the driving force behind Islamic militant movements. But consider these simple facts that will put to rest this notion. 1) Osama bin Laden, perhaps the best known terrorist, was both well educated and a multi-millionaire. 2) A significant percentage of young Muslim men joining ranks with militant Islamic movements come from wealthy households and are college graduates, some with advanced degrees. 3) If poverty drives extremism, why do we not see people living in poverty in other cultures forming militant groups and forcing their brand of religion upon the rest of the world?

The version of Islam being presented in our schools today is nothing short of brain washing and indoctrination. It has been this way for several years, but finally others are beginning to take notice. Parents must be vigilant to know what their child is being taught, and speak out when errors like these are noticed. We the people have the power to make a difference. To see how one group of common citizens is taking on this issue in Texas, visit the website of TruthInTexasTextbooks.

 

The Mosqueing of Public Schools in America

By Pamela Geller

I have been fielding calls from distraught parents all week, reeling from the proselytizing for Islam in their children’s “social studies” or “world history” classes. They are not teaching the children “world history,” which would include Islam’s 1,400-year history of jihadi wars, land appropriations, cultural annihilations and enslavements, not to mention the extermination of the entire Jewish Banu Qurayza tribe of Arabia.

Instead, children are forced to recite the Shahada. (It’s an Islamic creed one says to convert to Islam.) Instead, they are forced to learn the five pillars of Islam.

This is an outrage, but expected and exactly what I warned of in my book, “Stop the Islamization of America: A Practical Guide to the Resistance,” in the chapter, “The Mosqueing of the Public Schools.”

One mother with whom I spoke told me that her 12-year-old son came home from school “depressed” and “sick.” Coming from a “good Christian home,” he was confused and “hurt” that he had to write and say the Muslim declaration of faith (the Shahada), and write it repeatedly. The mother was beside herself. 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.

Welcome!

For far too long now, educators have gotten away with presenting a sanitized version of Islam in our public schools. Some times this is done intentionally by instructors who toe the politically correct line so prevalent these days and wish to say nothing that might in some way “offend” someone else, even if it is the truth. At other times, educators have no choice in the matter, as they are required to teach from accepted and approved curriculum.

Additionally, textbook publishers portray a very rosy version of Islam in mainstream publications, while at the same time denigrating other world religions to cast them in a much less favorable light compared to the view Islam receives.

This website was started by one man who has studied Islam at the graduate level while pursuing a Master’s degree, and who has been teaching Islam at the college level for the past five years. Other contributors to the site will include concerned parents, students, those who have been fighting their individual battles at the local school district levelwith inaccurate portrayals of Islam. It is our goal to expose this issue, raise awareness, compile resources, document errant textbooks, identify schools and educators engaged in this unwelcome activity, and form strategies to ensure our children and future students are provided only the truth in classrooms.