Massachusetts school curriculum upsets parents

Parents in Revere, Massachusetts are understandably upset over the way Islam is being taught during a course in history.

Some parents in Revere were angry when they learned students were being taught about Islam and the Muslim religion.

“No religion should be taught at school. In their paper it says Allah is their only God. That’s insulting to me as a Christian who believes in just Jesus only,” said Anthony Giannino.

A section of the textbook describing the beliefs of Muslims says, “I bear witness that there is no God but Allah.”

Giannino immediately pulled his son out of the classroom.

“We don’t believe in Allah. I don’t believe in my son learning about this here,” he said. “If my son was from another country and came here, he would have been catered to. But where he’s not being catered to, they give him an F.”

Read the original story here.

History is no doubt a subject for academic pursuit, and no history lesson would be complete without mention of the various religious belief systems that have shaped history around the world. But when the subject matter deviates from history to theology, it crosses the line. In Massachusetts, the textbook being used deviates into indoctrination, as do many texts around the country. The text declared there is no God but Allah, and that Muhammad is the messenger of Allah, the first step to becoming a Muslim. Herein is the danger: This phrase is known as the shahada, the Islamic confession of faith, by which one officially becomes a Muslim upon uttering the confession. School children, unbeknown to them, have confessed to be a Muslim simply by having their teacher recite the shahada aloud in class as part of a history or cultural studies program.

WHDH-screenshot_Islam_Mass

I wonder if Christianity is given the same treatment with the teacher having the students repeat the sinner’s prayer with her/him.

The problem is compounded by the fact that major textbook publishers have Muslim scholars on their editorial boards. This in itself should not be problematic, for who knows better about Islam than a Muslim scholar. The problem arises when such scholars go to great lengths to distort or gloss over the rather unsavory aspects of Islam’s past, Muhammad’s behavior, and a great number of verses in the Quran which paint Islam as a supremacist ideology bent on subjecting the world to it’s ideology. Such editorial boards have such a naive understanding of Islam, they will believe anything their Islamic representative tells them. This is not only unfortunate, but dangerous.

Mark Durie puts it well why non-Muslims must study Islam for themselves and not rely on Islamic scholars to tell us what they want us to know about Islam, all the while hiding the less palatable aspects of Islam. From his book “The Third Choice: Islam, Dhimmitude, and Freedom

Misinformation about Islam is a constant issue for non-Muslims. A report in the Herald Sun, a major Melbourne daily newspaper, was published on August 8, 2005 stating that the senior Muslim Imam of Victoria, Sheikh Fehmi (subsequently appointed as Australia’s mufti) reassured non-Muslims in Victoria that Muslims wish only to live in peace with their non-Muslim neighbours:

‘Muslims live cheerfully and happily with all denominations,’ Sheik Fehmi said. ‘This is what Islam is. The Prophet has lived among Jews and Christians. In many parts of the world Muslims, Jews and Christians are living happily.’

Who would not applaud Sheikh Fehmi’s desire for people of different faiths to live together in harmony?The problem arises when he appeals to Muhammad’s example as the basis for non-Muslims to have confidence, that Muslim neighbours represent no threat to peaceful co-existence. Although there was a time when Muhammad lived peacefully alongside non Muslims, large sections of Muhammad’s biographies deal with periods when he was embattled with his non-Muslim Jewish neighbours. Muhammad ordered assassinations of women and old men, oversaw a mass decapitation and enslavement of hundreds of his Jewish neighbours. This darker material Sheikh Fehmi could not fail to be familiar with, as these victories of Islam over the Jews of Arabia are as well-known to Muslim children as Joshua’s conquest of Jericho has been to Sunday School children.

How then are Fehmi’s non-Muslim, fellow Victorians to understand what he means by his reassurances that they can have nothing to worry about, because Islam takes Muhammad as its example? Should non-Muslims just regard this as propaganda, or is it to be understood as a threat?

If a non-Muslim were to have written in response to Sheikh Fehmi’s comment in the Herald Sun, pointing out Muhammad’s less than happy relationships with his non-Muslim neighbours, how could this be done without sounding like incitement of interfaith conflict and a rejection of Fehmi’s apparently moderate and peaceful stance? By relying on acceptance of the excellence of Muhammad’s example as a condition of interfaith harmony, Sheikh Fehmi’s words serve to lock up the truth about Muhammad even more tightly in the dark box of ignorance.

These are not easy subjects to deal with, but deal with them we must, and one of the keys to a free and frank conversation with Muslims about such matters of importance is that non-Muslims must study Islam for themselves. They cannot rely on Muslim spokespeople as their only source of information on Islam. The same can be said for Muslims: they also should not rely on secondary sources, not even on Islamic clerics, to understand their faith.

Florida State Rep: History Textbook an Islam love fest

From The Daily Caller

A Florida school board is reviewing a state-approved world history textbook used in an Advanced Placement class over claims that the book covers Islam in loving, rah-rah detail while giving short shrift to Christianity and Judaism.

The textbook – called simply World History – is published under Pearson’s Prentice Hall imprint and is currently in use in an A.P. class in Brevard County schools—and in school districts across the country.

It contains a 36-page chapter fondly devoted to “Muslim Civilizations,” reports FOX News. Sections include discussions of the rise of Islam and the growth of the Muslim empire.

Take a wild guess about the number of chapters the book dedicates to Christianity or Judaism. That’s right: zero.

“It’s remarkably one-sided,” said Ritch Workman, a Republican member of the Florida House of Representatives who raised the ruckus that started the review process. Continue reading

Florida history textbook under fire

Prentice Hall World History

Prentice Hall World History

Yet another so-called history textbook is under fire, this time in Florida. And like other similar cases around the country, this textbook teaches a revisionist and sugar-coated view of Islam and devotes much more coverage to Islam than any other world religion.

Todd Starnes of Fox News reports in this article one glaring example of a sugar-coated revisionist history stated as fact in this book. The book says, “Jihad may be interpreted as a holy war to defend Islam and the Muslim community, much like the Crusades to defend Christianity.” At best, this statement is misleading and incomplete, and at worst it is inaccurate and wrong. One should expect students in our public schools to receive accurate and truthful information, particularly when studying history. Continue reading

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

ACT for America Education releases report on Islam in the classroom

The line between “education” and “indoctrination” is, at times, a fine one, and often not a clear one. However, common sense dictates that greater care should be taken to avoid what appears to be indoctrination when the objects of the information are children and youth. Experience demonstrates that children are more malleable than adults. Adults can be reasonably expected to be more able than children to distinguish between objective education and indoctrination.

Therefore, what is taught to children in our public schools should be subjected to a higher standard of scrutiny in order to ensure that what is taking place in the classroom is “education” rather than “indoctrination.” This is especially the case when the subject matter is world religions.

This Report does not argue that Islam should not be taught in our public schools. The major religions of the world are one part of our human history, and to exclude teaching about them impedes our understanding of who we are and why the world is at it is.

But when it comes to the teaching of any religion, Islam included, extra care should be exercised by textbook writers and teachers to ensure that what is being taught to their diverse student population is in fact “education” and not “indoctrination.” In public schools Muslim parents would no more want their children indoctrinated in Christianity,Judaism or Hinduism than Christian, Jewish or Hindu parents would want their children indoctrinated in Islam – regardless of whether what amounted to indoctrination was the result of honest mistakes, inattention to detail, ignorance of the subject matter, or bias.

Thus the question posed by this Report. Does the manner in which Islam is generally presented in 6th through 12th grade public school textbooks constitute proper and appropriate education – or does it amount to indoctrination?

Is Islam presented in a manner in which facts are embellished and its virtues exaggerated, while unfavorable, negative or detrimental information about the religion is omitted, glossed over, understated, or rationalized, thus amounting to “indoctrination” rather than education?

Is Islam presented in a manner that leads students to predetermined conclusions about the religion that are unsupported by historical facts and critical analysis, amounting to “teach[ing] (a person or group) to accept a set of beliefs uncritically?”

This Report set out to address and answer these questions. For as the British philosopher and educator Richard Stanley Peters wrote: “What matters is not what any individual thinks, but what is true. A teacher who does not equip his pupils with the rudimentary tools to discover this is substituting indoctrination for teaching.” (As quoted on http://quotes.yourdictionary.com/indoctrination.)

To download and read the full report, click here.

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

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

Columbus, Islam, and Revisionist History

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

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.