Islam in American Classrooms--Chapter 3--Walking the Plank to a Dhimmi Nation

8/14/2019 Islam in American Classrooms--Chapter 3--Walking the Plank to a Dhimmi Nation

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3Islam in American Classrooms

American children are being indoctrinated with anti-Democratic ideologies in American

colleges, universities, and K-12 public schools with socialism, communism, and Islam. While

parents believe traditional societal values are upheld, some schools are intentionally breaching

customary positions of trust by providing a failing quality of education as compared to

generations past. Violation of standards infringe on family orientation, political and social

identity, and religious persuasion.

Seditious movements fund educational programs in an effort to undermine American

values to alienate children from their parents and grandparents, and ultimately replace traditional

concepts with those subservient to a new world order. Emerging ideologies that alter the mind of

American children are totalitarian allies--Communism and Islam. In full assault on our nation,

the ideologies are demeaning our founding fathers and undermining the core of our Democracy

through our children.

A September 2008 article titled Saudi Infiltration into U.S. Education, written for Israel

National News, by Hillel Fendel warns that Saudis are using petrodollars to influence American

education beginning in elementary schools. Sarah Stern, who heads the Washington, D.C. based

Endowment for Middle East Truth think-tank (EMET) said the Saudis are making use of a clause

called Title VI to indoctrinate teachers from K-12th grade with anti-American, anti-Israeli

standards. Title VI and the loopholes in Bill Clintons 1995 Educational Guidelines allow off-

campus activists to propagandize teachers and students at the taxpayer expense. Stern noted that:

The law says you have to have teacher training seminars on campuses,

and these have a radical anti-American bent. There is a place in New

Mexico called Dar el Islam, a giant 1,300-acre complex that has a mosque,

a madrassa [Islamic theological school], a summer camp, a teacher

training workshop, and a publishing house that publishes some of the most

virulent translations of the Quran, as well as the materials for their teacher-

training that are used all over the country - and all stamped with the fancy

blue-green-white star emblem of ARAMCO, the state-owned national oil


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company ofSaudi Arabia. They are very, very stealth - I call this the 'soft

jihad' against America.1

Title VI was first legislated in 1958 as a response to the Cold War because it was felt that

American children did not know enough about the threat of Communism or the global market.

Subsequently, a large amount of taxpayer money was set aside to fund college campus programs

for regional studies such as African, Asian, and Middle Eastern studies.

In 1978, Edward Said of Columbia University wrote a book called Orientialism which

became the prevailing and dominant trend in academia, making a Middle Eastern studies

program very indoctrinating. In the book, Said espoused that only individuals from given

regions are qualified to talk or write about that regions main religion.

Politicians welcomed programs and students from the Middle East when Arab leaders

began lavishing generous donations to American educational institutions. In return, they

demanded special privileges and the right to influence policy favorable to Islam.

Over the last 30 years, the Saudi royal family has contributed over $70 billion to promote

Arab studies that center around Islam and spread anti-American and anti-Israeli propaganda. The

Saudis give millions of dollars to American Universities and their motive is clearly stated by the

official Saudi English weekly Ain-Al-Yaqeen:

The Kingdom of Saudi Arabia, under the leadership of the Custodian of

the Two Holy Mosques King Fahd Ibn Abdul Aziz, has positively

shouldered its responsibility, and played a pioneering role in order to raise

the banner of Islam all over the globe and raise the Islamic call either

inside or outside the Kingdom. 2

Donations to universities can be made anonymously so it is impossible to know exactly

how much money they receive and from whom. Some institutions receiving millions of dollars in

Saudi funds are listed in the table below. Some of the Universities that receive Saudi

1 Fende, Hillel; Saudi Infiltration into U.S. Education, Israel National News, September 2008,http://www.israelnationalnews.com/News/News.aspx/1276632 Shapiro, Ben; King Fahds Plan to Conquer America, December 20, 2002, http://www.campus-watch.org/article/id/408
http://www.israelnationalnews.com/News/News.aspx/127663http://www.israelnationalnews.com/News/News.aspx/127663http://www.campus-watch.org/article/id/408http://www.campus-watch.org/article/id/408http://www.israelnationalnews.com/News/News.aspx/127663http://www.campus-watch.org/article/id/408http://www.campus-watch.org/article/id/408


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endowments include Berkeley, Harvard, Columbia University, USC, Duke University, and even

Texas A&M, to name only a few. 3

By no means complete, the list includes known donations where possible.

University Funds Received at Least Once

BerkeleyCambridgeUniversity of California at Santa BarbaraUniversity of California at Berkeley $5,000,000Harvard Law SchoolHarvard University

$2,500,000

Howard UniversityCornell University $11,000,000Georgetown University $28,000,000

Columbia University $5,000,000Reutgers University $5,000,000Johns Hopkins UniversityUniversity of ChicagoAmerican UniversityUniversity of Southern CaliforniaUniversity of IdahoUniversity of Michigan at Ann ArborOhio State UniversityArizona State UniversityUniversity of South Florida

Rice UniversityDuke UniversitySyracuse UniversityAmerican University of ColoradoAmerican University in Washington, D.CUniversity of Arkansas $20,000,000Princeton $1,000,000MIT $5,000,000Texas A&M $1,500,000

Rice University accepts Saudi money for an Islamic Studies Chair. Duke University,

Syracuse University, American University of Colorado, American University in Washington,

D.C., and Howard University have allowed the Saudis to set up research institutes.

3

Kaplan, Lee; The Saudi Fifth Colimn on Our College Campuses, April 5, 2004,http://www.frontpagemag.com/readArticle.aspx?ARTID=13551
http://www.frontpagemag.com/readArticle.aspx?ARTID=13551http://www.frontpagemag.com/readArticle.aspx?ARTID=13551http://www.frontpagemag.com/readArticle.aspx?ARTID=13551


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The endowments allow professors and so-called intellectuals the ability to promote an

Islamic agenda while afforded protection under freedom of speech laws. Title VI allows for the

payment of professors salaries. It also supports Saudi student activists that are trained overseas in

the summer to learn terrorist tactics, and return in the fall. Thus, more and more anti-American

and anti-Israel doctrine is spread, with nothing being done to stop it.4

Islamic organizations within American Universities are numerous. Islamic studies

programs or research programs within the institutions also support the spread of Islam in

America. One fund, named after Osama Bin Ladens brother, The Bakr M. Binladin Visiting

Scholar Fund at Harvard Law School, brings visiting scholars to study law at Harvard with the

stipulation is that scholars must be citizens of a predominantly Muslim country.

The Saudi Arabian government views Western culture as its enemy, and so uses our

universities as propaganda machines and research facilities. It may even use them as terrorist

havens, such as The Muslim Student Association (MSA), an organization that encourages

involvement in jihad, has established hundreds of chapters on colleges and university campuses

across America. The co-founder of al-Qaeda, Wael Jelaidan, is one of several MSA members

arrested on terrorist related charges.5

Prince Alwaleed bin Talals Georgetown University Center for Muslim-Christian

Understanding, (ACMSU) is just one organization that has been donating millions of dollars for

Middle East studies programs. The so-called gifts shrewdly promote Islamic indoctrination

without condemning Islamic punishments of amputations, stonings, hangings, honor killings,

punishments for blasphemy, executions of apostates, persecutions of non-Muslims, sanctioned

wife-beatings, female genital mutilations, etc. Rather, ACMSU presents Islam in ways that will

appeal to nave Westerners. Using terms like Interfaith Dialog and Islamic Art, the pretense

of a more moderate version of Shariah law is really just to get the camels nose in the tent, and

allow for radicalism once numbers allow. Radical Islam can take years and generations to take

root, but once put into practice, it is far from what Americans call moderate.

4Esposito, John and Algar, Hamid; The Fifth Column [On Middle East Studies, Title VI, Saudi Funding], TheConservative Jedi Blog, January 23, 2008, http://conservative-jedi.blogspot.com:80/2008/01/fifth-column.html&http://www.campus-watch.org/article/id/4725

5 Shapiro, Ben;King Fahds Plan to Conquer America,http://www.campus-watch.org/article/id/408
http://conservative-jedi.blogspot.com/2008/01/fifth-column.htmlhttp://conservative-jedi.blogspot.com/2008/01/fifth-column.htmlhttp://www.campus-watch.org/article/id/4725http://www.campus-watch.org/article/id/408http://conservative-jedi.blogspot.com/2008/01/fifth-column.htmlhttp://www.campus-watch.org/article/id/4725http://www.campus-watch.org/article/id/408


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There are many programs that take advantage of the Title VI Program. The King Fahd

Chair for Islamic Shariah Studies, the Sultan bin Abdul-Aziz Al-Saud Program in Arab and

Islamic Studies, the H.E. Sheikh Ahmed Zaki Yamani Islamic Legal Studies Fund, the King Fahd

Chair of Oncology and Pediatrics, and the Bakr M. Binladin Visiting Scholar Fund. Saudi funded

educational institutions in the United States give millions of dollars to American Universities to

implement their agenda. Brigitte Gabriel, author of They Must Be Stopped, and founder of

ACT! For America, a national grassroots organization dedicated to spreading the truth about the

Islamic agenda, refers to recipient universities as occupied territories.

The American Educational Trust (AET), established in 1982 was funded by American

businesses and Arab donors. AET can afford to provide speakers to scores of colleges and

universities at no charge, reportedly setting up its organization with $1,072,237.6

The AET website claims to:

provide the American public with balanced and accurate information

concerning U.S. relations with Middle Eastern states. AET perceives a

dearth in knowledge about the Middle East, Arabs, and Muslims, in the

U.S., and pursues an educational mission of Interpreting the Middle East

for North Americans; Interpreting North America for the Middle East.

Saudi billionaire friend of Hillary Clinton and advisor on Islamic affairs, Abdurrahman

Alamoudi, then President of the American Muslim Council, supporter of Hamas and Hezbollah,

sentenced to jail in 2004 for eighteen counts of terrorism related activities and accused of ties

with Osama bin Laden, met often with Bill and Hillary Clinton to contribute to Bill Clintons

Religious Expression in Public Schools education guidelines. As a result of this alliance, funding

for Islamic educational materials poured in from Saudi Arabia and Muslim nations.

Launched by Clinton in 1995, these guidelines greatly affect public schools today even

though education is not in the federal governments jurisdiction, but is actually adjudicated to

individual states.

In August 1995, Clinton provided every public school district in America with the

Religious Expression in Public Schools education guidelines, which included an ambiguous

6 Emerson, Steve; The American House of Saud: The Secret Petrodollar Connection, Chapter 15, p.292, FranklinWatts Publisher, 1985


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statement of principles for religious expression, and activity in our public schools. Colluding

with non-religious groups as well, Clinton removed all former reference to the Bible,

Christianity, and the Pledge of Allegiance from our public schools. The Pledge of Allegiance is

now unconstitutional because it contains the phrase one nation under God. Nadine Stresses,

President of the ACLU, refers to the 1995 guidelines as the authority to support the ACLUs

lawsuits restricting Christmas celebrations and removing Nativity scenes from public schools.

The 1995 guidelines drafted by the American Muslim Council, Americans United for

Separation of Church and State, and the ACLUs effective removal of Christianity diminished a

cultured sense of American nationalism. Regarding his contribution to the guidelines, the director

of the CIE at the time, Shabbir Mansuri, boasted that he was promoting world cultures and

waging a bloodless revolution in America's classrooms.7

The ACLU and the Council of Islamic Education (CIE) helped write Houghton Mifflin

textbooks for K-12 American public schools with Islamic beliefs presented as historical fact.

Houghton Mifflin collaborates with Microsoft and also publishes college textbooks for MS

software programs actively promote multiculturalism, globalism, and political correctness

indoctrination in college settings.

Way back in 1995, the Council of Islamic Education warned American scholars and

public officials they would be perceived as islamophobes, racists, reactionaries, and enemies of

Islam if they did not support promotion of Islam in American public schools. Islamic

organizations applaud Clinton for helping them achieve the victory of their religious obligation

to propagate Islam.

At the end of his term, Bill Clinton addressed Muslim leaders with a Ramadan message.

Muslim leaders often ask for public statements, as they would later ask President Bush to humor

them with formal public statements on behalf of the Arab vote. The statement that Clinton made

is particularly disturbing because it is beyond protocol and good manners. The public message

Clinton gave the Muslim leaders contained the unnecessary Islamic story as if it were an

undisputed fact:

7 Richard, Riley W., Secretary of Education; Archived Letter to American Educators,http://www.ed.gov/Speeches/08-1995/religion.html
http://www.ed.gov/Speeches/08-1995/religion.htmlhttp://www.ed.gov/Speeches/08-1995/religion.html


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As Americas six-million-member Muslim community grows in numbers

and prominence, Americans of every religious tradition are learning more

about the origins and meaning of Islam. That on the Night of Power, the

Angel Gabriel appeared to the Prophet Muhammad and revealed to him

the first verses of the Koran. That the Koran declares that Ramadan was

the month Allahs words were sent down, and so should be spent in

fasting. -Bill Clinton

It is plausible the statement was a concession an act of obligatory allegiance and loyalty.

A leaders honor and loyalty hinges on public statements and in this case requires endorsing a

disputed Islamic doctrine, while alluding to allegiance on behalf of all Americans and American

policy and compromising the American education system.Today, Christian instruction, prayer, and public nativity scenes are outlawed yet Clinton

nominee, U.S. District Judge Phyllis Hamilton of San Francisco, approved an interactive

program calledIslam: A Simulation, for public schools. The program forced California

children at Excelsior Elementary School in Byron, California to learn to become Muslim, recite

the Quran, fast for Ramadan and pray Islamic prayers.8 In December 2003, the San Francisco

court determined the school district did not violate the Constitution and was not indoctrinating

students when it required them to adopt Muslim names and pray to the Islamic deity, but was just

teaching them about the Muslim religion.9

The course was part of a curriculum taught to seventh-graders all over the state which

many California schools participated in. California ruled that the states public schools must

teach Islam in classes. California standards require Islam be taught in 7th grade, Judaism and

Christianity is to be taught in 6th grade, and is covered in just two days as opposed to two weeks

for Islam. Studying Christianity does not involve role playing and is presented as oppressive.10

The simulation forces students to memorize Islamic prayers and recite verses from the

Quran. Students adopt Islamic names, and write about their experience as a Muslim at the end of

8 Schroeder, Jen, Islam, A Simulation Handout,http://www.blessedcause.org/islam.htm

9 Lynne, Dianna; Islam Studies Spark Hate Mail, Lawsuits, January 16, 2002http://www.worldnetdaily.com/news/article.asp?ARTICLE_ID=26074

10 Schoolhouse Shariah, September 24, 2009,http://www.investors.com/NewsAndAnalysis/Article.aspx?id=507056
http://www.blessedcause.org/islam.htmhttp://www.blessedcause.org/islam.htmhttp://www.worldnetdaily.com/news/article.asp?ARTICLE_ID=26074http://www.worldnetdaily.com/news/article.asp?ARTICLE_ID=26074http://www.investors.com/NewsAndAnalysis/Article.aspx?id=507056http://www.investors.com/NewsAndAnalysis/Article.aspx?id=507056http://www.blessedcause.org/islam.htmhttp://www.worldnetdaily.com/news/article.asp?ARTICLE_ID=26074http://www.investors.com/NewsAndAnalysis/Article.aspx?id=507056


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the program. The exercises encouraged students to incorporate Islamic devotional phrases into

speeches, and imagine they are on a pilgrimage to Mecca. The program involves state-approved

curriculum using state-adopted textbooks that have now been part of the instructional program in

California for over a decade.11

A textbook adopted by the State of California Across the Centuries, published by

Houghton Mifflin, prompts students to imagine they are Islamic soldiers and Muslims on a

Mecca pilgrimage. Simulations encourage children to use devotional phrases such as Allahu

Akbar, Arabic for Allah is greatest, and to fast during lunch to experience fasting during

Ramadan. Yet, Judge Hamilton ruled the program was devoid of any devotional or religious

intent and was, therefore educational, not religious in nature. 12

But this is endorsement of Islam with Islamic indoctrination in our public schools under

the guise of social studies and history, and at the expense of freedom of religion. Stealth Islamic

conversion of our youth, using loopholes in the Education Guidelines is part of a traitorous

alliance that enables the Muslim Brotherhoods resolve to destroy America.

Not only is the alliance shocking, the longer it continues, the more difficult and

dangerous it will be to reverse. Victories in Islam are like a Russian doll, setting the stage for

subsequently larger victories. Ultimately, when numbers allow, the Islamic penalty for any who

try to take away an Islamic achievement is death. The penalty for anyone who converts out of

Islam is also death. Therefore, Islamic indoctrination puts non-Muslim children in peril because

according to Islamic doctrine and Shariah law, one must agree to follow Islam once principles

are known whether agreed or not. In the Islamic context, understanding Islam is not meant to

be interesting information. When Muslims tell non-Muslims about Islam, they are telling them

required behavior; i.e.; what to think and how to behave to avoid a backlash and condemnation in

the future.

Michigan State University researchers showed the importance of leading students through

a logical chain of information to break down pre-existing conceptions that are deeply held and

11 Shroeder, Jen; How Clinton Sold Our Children to Islam, June 26, 2004,http://www.blessedcause.org/proof/Clinton%20Abdurahman%20Alamoudi.htm

12Islamic Indoctrination Taken to Supreme Court, June 9, 2006,http://www.worldnetdaily.com/news/article.asp?ARTICLE_ID=50562
http://www.blessedcause.org/proof/Clinton%20Abdurahman%20Alamoudi.htmhttp://www.worldnetdaily.com/news/article.asp?ARTICLE_ID=50562http://www.blessedcause.org/proof/Clinton%20Abdurahman%20Alamoudi.htmhttp://www.worldnetdaily.com/news/article.asp?ARTICLE_ID=50562


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based on intuitive or naive beliefs about the world. The study found that acting out lessons

makes information stick.

Michigan State researchers developed an experimental middle-school science curriculum,

found that science is not just memorized facts and terms, but an information process that is acted

out to build a picture and an explanation. One of their key findings was the importance of leading

students through a logical chain of evidence, showing them a variety of phenomena that can be

explained by the same basic principle, and providing the chance to use the ideas. Researchers

found that this procedure is not only essential to making the insights stick, but crucial in breaking

down pre-existing beliefs, noting that science is not just memorized facts and terms, but a

process that builds a picture. Findings showed that regardless of the accuracy of a curriculum,

action makes the information stick.

A separate article, The Trouble with Textbooks, written by Stephen Budiansky in

February, 2001 refers to the Michigan State study. In an effort to describe what sticks in a

students mind, Budiansky noted that:

textbooks have always been an easy target for those out to lambaste the

state of public education, and that in the area of science and math, many

factors are at work in the poor showing of U.S. students, including poor

teacher preparation.

Budiansky also noted the importance of research by George Nelson, a former astronaut

who directed a science and mathematics reform initiative of the American Association for the

Advancement, called Science Project 2061. Noting the importance of textbooks, Nelson wrote:

textbooks are the de facto curriculum in this country,

and that:

textbooks ought to be the easiest things to fix.

Therefore it can be concluded that the acting out process in Islam: a Simulation, did not

merely serve to teach history and culturally enlighten, but according to the Michigan State


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research and Project 2061 research, the information was presented in a manner that is

scientifically proven to make the Islamic teachings stick in the minds of the California youth,

regardless of accuracy.

According to Budiansky, the study of middle-school science textbooks studied by Project

2061 found that science books examined did not meet the minimum requirements for effectively

teaching science. Nelson said that:

Our students are lugging home heavy texts full of disconnected facts that

neither educate nor motivate them.

In a study conducted by the National Science Teachers Association, 23 percent of middle

school teachers reported they have taught subjects in which they had no prior course work.Nelson emphasized that because so many teachers are deficient in math and science skills, they

rely disproportionately on the provided texts.13

A book titled The Trouble with Textbooks: Distorting History and Religion, conducted

by president of the Institute for Jewish & Community Research (IJCR), Dr. Gary Tobin, and

research associate Dennis Ybarra, details a 5-year joint study noting a significant amount of

misinformation in American textbooks and supplemental materials in schools in every state. The

study cites offensive passages that present false information and undermine the very foundation

of the American educational system.

The IJCR study looked at 28 prominent history, geography and social studies textbooks

and concluded that American public school students are being overloaded with Islamic and

Middle Eastern indoctrination at the expense of Christianity and Judaism. It found 500

problematic passages about Judaism, Christianity, Islam and the Middle East in widely used

textbooks in public schools. The study supported similar assessments that history textbooks

throughout the U.S. school system glorify Islam and are critical of Jews and Israel; and

disrespectful of Christianity.

Tobin and Ybarra observed that Islam is taught in the books as a matter of fact, while

Judaism and Christianity are treated as beliefs. The glossary of the textbook, World History:

Continuity and Change, states as undisputed fact that the Koran is the Holy Book of Islam

13 Budianski, Stephen; The Trouble With Textbooks, February 2001, http://www.prism-magazine.org/feb01/html/textbooks.cfm
http://www.prism-magazine.org/feb01/html/textbooks.cfmhttp://www.prism-magazine.org/feb01/html/textbooks.cfmhttp://www.prism-magazine.org/feb01/html/textbooks.cfmhttp://www.prism-magazine.org/feb01/html/textbooks.cfm


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containing revelations received by Muhammad from God. The same glossary describes the Ten

Commandments as moral laws Moses claimedto have received from the Hebrew God Yahweh

on Mount Sinai. Likewise, the Islamic empire of the Middle Ages was described as a time of

unqualified glory without blemishes. Other excerpts state that Muslims always tolerated

Jews, unlike their Christian counterparts.

Tobin and Ybarra concluded that history and religion are alarmingly distorted in schools

in every one of the 50 states. The study describes how the textbook publishing process suffers

from lack of competition and expensive development and adapting of textbooks. Major

competitors are down from nine to three in less than twenty years, and control the K-12 textbook

market today.14

The American Textbook Council (ATC), established in 1989 as an independent national

research organization to review social studies textbooks and advance the quality of instructional

materials in history, worked for two years to review five junior high, and five high school World,

and American history texts. The ATC found that the history textbooks used by hundreds of

thousands of students in the U.S. public school system blatantly promote Islam. The resulting

report, authored by Gilbert T. Sewall, was titled Islam in the Classroom: What the Textbooks

Tell Us.

The ATC report noted that Islamic organizations are active in curriculum politics and

willingly provide misinformation in an effort to expel any critical thought about Islam, without

eliminating its agenda. Assisted by partisan scholars and public relations associations many

individuals with the power to shape the curriculum are blind to, or openly promote Islamic

efforts. The report confirms findings that the texts present disputed definitions and claims with

regard to Islam as established facts. The report continued:

"Islamic activists use multiculturalism and ready-made American-made

political movements, especially those on campus, to advance and justify

the makeover of Islam-related textbook contentParticular fault rests

with the publishing corporations, boards of directors, and executives who

decide what editorial policies their companies will pursue

14 The Trouble With Textbooks, http://www.troublewithtextbooks.org/


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The review examined how history textbooks characterize Islams foundations and creeds;

what changes and additions have occurred in textbook material written before and after 2001;

what textbooks say about terrorism, 9/11, and weapons of mass destruction. It outlines Islamic

challenges to global security and asks about looming dangers to the U.S. and the world. The ATC

found that deficiencies about Islam in textbooks copyrighted prior to 9/11 persisted and in some

cases have grown worse. Errors about Islam in older textbooks had not been corrected even when

publishers had having learned of contested facts, and were given time to make corrections.15

Instead of making corrections or adjusting contested facts, publishers and editors defend

misinformation with omissions profound and intentional. The report said lessons contain stilted

language that seem scripted or borrowed from devotional, not historical, material.

The book, Medieval to Early Modern Times features a two-page prayer to Allah the

Merciful.16

The textbook, World Civilizations, published by Thomson Wadsworth said,

"Excepting the Old Testament's poetry, the Jews produced very little of

note in any of the art forms ... There is no record of any important (early)

Jewish contributions to the sciences.

Another book, titled The World, published by Scott Foresman, claimed that

Christianity was started by a young Palestinian named Jesus.

Historical inaccuracy does all students of religion, history, and social studies a disservice,

and further suggests a motive for such bias, such as the endorsement of Islam over other

religions. Discoveries in the study include routine negative stereotyping of Jews, Judaism and

Israel. Some of the texts accuse the Jews of committing deicide (exterminating a diety such as

Allah), and blame Israel for starting wars in the Middle East. The texts describe Jewish writings

as stories, legends and tales, and errors are frequent throughout the books that were

investigated.

15Islam in the Classroom: What the Textbooks Tell Us, http://www.historytextbooks.org/islam.htm

16 Unruh, Bob; Brave New Schools: History Textbooks Promoting Islam, May 10, 2008,http://www.wnd.com/index.php?fa=PAGE.view&pageId=63872
http://www.historytextbooks.org/islam.htmhttp://www.wnd.com/index.php?fa=PAGE.view&pageId=63872http://www.historytextbooks.org/islam.htmhttp://www.wnd.com/index.php?fa=PAGE.view&pageId=63872


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The ATC report noted that several of the textbooks were harshly criticized by parents. In

a Sacramento district, a parent whose child was given the text, History Alive! The Medieval

World and Beyond published by the privately held Teachers Curriculum Institute (TCI), accused

the publisher of an extremely pro-Muslim bias.

The students parent believed that teaching world history was acceptable, but objected to

the teachings of Islam, while not addressing Christian doctrine to the same degree. The same

parent said the book has only one page referencing Jews. Most of the information concerning

Jews was to convey that the Jews were tortured by Crusaders to force them to convert to

Christianity. It did not mention the Holocaust, or Jewish persecution by Arab Muslims for

centuries thru today. The book did not give due credit to the Jews for their significant impact on

the region or the culture at large, but blamed the Jews for the plagues and problems in the land.

Bert Bower, founder of the Teachers Curriculum Institute (TCI), and an executive for one

of the texts reviewed by ATC, told World Net Daily that not only did his company have experts

review the book, but the state of California and scholars from all over the world also reviewed it

and approved it for use in public schools. One of those worldly experts was Ayad Al-Qazzar, who

helped write The Arab World Notebook, a book that will be discussed next.

The ATC report noted that most textbook publishers align their work to a ban on adverse

reflection. Adverse reflection means that a topic is conceptually at odds with historical and

geopolitics. One book asks readers the question, How did the caliphs who expanded the Muslim

Empire treat those they conquered? The books answer: They treated them with tolerance.

The report said:

Glossing over the actual physical conquering of some peoples, the book,

World History: Medieval and Early Modern Times says people converted

to Islam because they were attracted by Islams message of equality and

hope for salvation.

Islamic presentation throughout the books is described as sugar coated, and the books

describe Islam as a wonderland-of-tolerance often spun like cotton-candy, where Hope for

salvation may actually mean survival, when history shows that the only escape from death

literally was submission to Islam. Westerners erroneously think that submission means


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conversion. In reality, submission means allowing Islam to reign supreme. The lives of the

conquered could then be spared only if they agreed to pay a jizya tax and agree to live as

second-class citizens known as dhimmis.

The books describe the Crusades as religious wars launched against Muslims by

European Christians. History Alive! The Medieval World and Beyond says the Crusaders

wore red crosses. The French Templars wore red crosses, but Spaniards, English, German,

Italians, and Greeks also fought against the Muslims in the Crusades after Muslims had

encroached on their Christian lands for centuries. For centuries leading up to the Crusades,

Muslims had sanctified the invasion and pillage of Christian lands murdering and taking the

indigenous citizens as slaves. Yet, the books describe the process of Muslim invasion of

Christian lands as building an empire, and describes Christian attempts to restore those lands

as violent attacks and massacres.

The report also found that the books magnified Christian brutality while ignoring

precedent information on Islamic inequality, subjugation, and enslavement, while inaccurately

describing Shariah religious law, dhimmitude, women's rights and terrorism. Regarding 9/11,

the bookThe Modern World gives an example of such non-committal in reference to 9/11:

On the morning of September 11, 2001, teams of terrorists hijacked four

airplanes on the East Coast. Passengers challenged the hijackers on one

flight, which they crashed on the way to its target. But one plane plunged

into the Pentagon in Virginia, and two others slammed into the twin towers

of the World Trade Center in New York

The description unconcernedly fails to explain who they were, and what they wanted to

accomplish. The minimal explanation evades any connection to Islamic terrorism and jihad, and

indicates a total lack of understanding and remorse. The ATC report concluded:

"Many political and religious groups try to use the textbook process to

their advantage, but the deficiencies in Islam-related lessons are uniquely

disturbing. History textbooks present an incomplete and confected view of


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Islam that misrepresents its foundations and challenges to international

security."17

An imam from Turkey, Fethullah Glen, who considers himself a prophet has a network

off hundreds of charter schools in America Glen is touted as a reformist and advocate for

tolerance, a catalyst of moderate Islam. He is praised in the United States as an intellectual,

scholar, and educator even though his formal education is limited to five years of elementary

school.

Glen has met with Christian clergy, Pope John Paul II, and Jewish rabbis in an effort to

promote Islam under the guise of promoting an interfaith dialogue. Islamic doctrine has

traditionally tied itself to Christianity and Judaism using common stories between the latter two

as a door opener. Glen has also used the literature of great Sufi thinkers pretending to share in

their moderation. Glens movement is called the Fethullah Glen Community (FGC). The FGC

runs hundreds of secondary schools and dozens of universities in 110 countries including charter

schools in twenty-four states in the U.S. Glens followers target youth in the eighth through

twelfth grades preparing them for careers in law, politics, and education to create the ruling

classes of a future Islamist, Turkish state. The FGC also donates money to universities such as

Georgetown University.18

ACT! For America, a grassroots organization that helps Americans understand the tactics

used by Islamists in their world conquest endeavor, issued an exclusive report about the FCG.

The report revealed that Glen is particularly dangerous is his strategic and tactical means to

achieve this goal. Not only does Glen oversee a worldwide network of schools, but his

estimated budget of 25 billion dollars also funds businesses, foundations and media outlets. In a

1999 sermon on Turkish television, Glen described stealth jihad:

You must move in the arteries of the system without anyone noticing

your existence until you reach all the power centers until the conditions

are ripe, they [the followers] must continue like this. If they do something

17 Sewall, Gilbert T.; Islam in the Classroom: What the Textbooks Tell Us, American Textbook Council, New York,NY, 2008

18 Sharon-Krespin, Rachel; Fethullah Gulens Grand Ambition: Turkeys Islamic Dagger, Middle East Forum,Winter 2009 ,http://www.meforum.org/2045/fethullah-gulens-grand-ambition
http://www.meforum.org/2045/fethullah-gulens-grand-ambitionhttp://www.meforum.org/2045/fethullah-gulens-grand-ambitionhttp://www.meforum.org/2045/fethullah-gulens-grand-ambition


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prematurely, the world will crush our heads, and Muslims will suffer

everywhere, like in the tragedies in Algeria, like in 1982 [in] Syria like

in the yearly disasters and tragedies in Egypt. The time is not yet right.

You must wait for the time when you are complete and conditions are ripe,

until we can shoulder the entire world and carry it You must wait until

such time as you have gotten all the state power, until you have brought to

your side all the power of the constitutional institutions in Turkey Until

that time, any step taken would be too earlylike breaking an egg without

waiting the full forty days for it to hatch. It would be like killing the chick

inside. The work to be done is [in] confronting the world. Now, I have

expressed my feelings and thoughts to you allin confidence trusting

your loyalty and secrecy. I know that when you leave here[just] as you

discard your empty juice boxes, you must discard the thoughts and the

feelings that I expressed here.

The FCG schools offer recruitment for outside school activities such as summer camps,

which recruit members and followers. They advocate taqiyya, which is sanctioned as

obligatory lying when deception is a means to protect and further Islamic causes. Misleading

information and headlines often convey two different messages, one to the indigenous Islamic

population and one to the West. This deceptive practice is common in the Islamic world, and has

led many in the West, including political leaders and academics, to be misled as to the true

intentions of Islamists.

President Obama is pushing to relax requirements for charter schools while Islamic

organizations are pushing to expand Charter schools. Not classified as private schools, charter

schools currently cannot legally endorse or promote a religion.

Funded by Minnesota taxpayers, Tarek ibn Ziyad Academy (TIZA) is a K-8 charter

school in Minnesota that operated as an Islamic school for five years before the state finally ruled

against it.

TIZA has one campus in Inver Grove Heights and a smaller site in Blaine, has about 430

K-8 students, most of who are Muslim. Founded in 2003, TIZA receives state per-pupil funding.


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The state education department expected funding to total $4.7 million for the 2008-2009 school

year.

With a mosque and the headquarters of the Muslim American Society of Minnesota share

the school building, founders Asad Zaman and Hesham Hussein, both leaders of the Muslim

American Society of Minnesota, and local imams, opened TIZA for the 2003-2004 school year

with Imam Asad Zaman as the principal. TIZA is named after a Muslim warlord, Tarek ibn

Ziyad, who invaded Spain from Africa in a bloody battle in the eighth century, marking the

beginning of the Muslim conquest of Spain. Upon his arrival in Spain, Tarek ibn Ziyad ordered

his Muslim forces to burn their boats:

Brothers in Islam! We now have the enemy in front of us and the deep

sea behind us. We cannot return to our homes, because we have burnedour boats. We shall now either defeat the enemy and win or die a cowards

death by drowning in the sea. Who will follow me?

The soldiers then rushed ahead, crying Allahu akbar. To defeat a superior Spanish

force.19 Islamists boast that Muslims ruled the country for hundreds of years afterward so well

that Spain became a fountainhead of culture and civilization for the whole continent of Europe.20

An initial review of TIZA operations found that the school was nonsectarian, and not in

violation of Minnesota law or federal guidelines on constitutionally protected prayer in school.

The Minnesota Department of Education maintained that TIZA was not an Islamic or a religious

school. The review found that prayer on Monday through Thursday appeared to be voluntary and

student led.

In January 2009, the American Civil Liberties Union (ACLU) of Minnesota filed suit

against TIZA, and the Minnesota Department of Education. The ACLU claims that TIZA

received millions of dollars of taxpayer money to support a private religious school, citing that

the school receives state per-pupil funding expected to total $4.7 million for 2008-2009 school

year.

19 Spencer, Robert; Muslim Elementary School Welcomed in Minnesota, March 13, 2008,http://www.humanevents.com/article.php?id=25470#continueA

20 World Net Daily, Imams Promote Our Values On Taxpayer Dime, March 15, 2008,http://www.wnd.com/index.php?fa=PAGE.view&pageId=58967
http://www.humanevents.com/article.php?id=25470#continueAhttp://www.wnd.com/index.php?fa=PAGE.view&pageId=58967http://www.humanevents.com/article.php?id=25470#continueAhttp://www.wnd.com/index.php?fa=PAGE.view&pageId=58967


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The states ACLU Executive Director, Charles Samuelson, said the school used

government aid money to pay rent to holding companies, and then funnel funds to the Muslim

American Society of Minnesota and Minnesota Education Trust, which the ACLU says is a non-

profit group that promotes Islam. The ACLU claims that a conflict of interest is created because

the society and the school were incorporated by the same person, and on the same day, and are

really one in the same organization.

Students at TIZA pray Islamic prayers, the cafeteria serves food that is prepared

according to Islamic law, and Islamic Studies are held on the campus at the end of the school

day. According to a TIZA report, seventy-seven percent of TIZA parents said their main reason

for choosing TIZA was for the after-school programs. Yet the Imam-Principal Asad Zaman

maintained that TIZA is not a religious school.

For years, Asad Zaman used loopholes in President Bill Clintons 1995 Educational

Guidelines to teach Islam at TIZA, as will be evident in the unfolding story. The Guidelines were

assembled with the help of Hamas and Hezbollah supporter, Abdurrahman Alamoudi, who, prior

to his arrest and conviction on terrorism related charges in 2004, was President of the American

Muslim Council.

In March 2008, a substitute teacher at TIZA revealed that Islam did play a significant role

at TIZA. On the Friday the substitute teacher arrived at TIZA, and was told that after lunch there

would be a school assembly in the gym. Prior to the assembly her duties would include taking

her fifth-grade students to the restroom to perform what was described as their ritual washing.

After their ritual washing, teachers led the children into the gym, where a man dressed in

white was preparing to lead a prayer. Beside him was another man prostrated in prayer on a

carpet.

The substitute teacher said that the prayer activity was not voluntary. Children were

corralled by adults and required to go to the assembly where prayer occurred. She also said

that the school day included after-school Islamic Studies. She said that assignments written on

the blackboard included studying the Koran, and was told that Islamic Studies were held after

school and she might have to stay for hall duty.

At the end of the day, her fifth-graders stayed in the classroom. The man who led the

prayer in the gym came into the classroom to teach Islamic Studies to the students while the


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busses waited outside. After the Islamic Studies class was over, the busses took the children

home.

The Minnesota Department of Education had not noticed the religious practice during any

of their visits. In 2004, the Assistant Commissioner sent two letters to the school inquiring about

reported religious activity. When questioned, Imam-Principal Asad Zaman said that prayer in the

school was voluntary and student-led, and the department accepted Zamans answer without

confirmation. 21

TIZAs website requested volunteers to help with the Friday prayers. The website

advertised a rigorous Arabic language program as well as an environment that fosters your

cultural values and heritage. It explained the schools efforts to provide students with a:

learning environment that recognizes and appreciates the traditions,histories, civilizations and accomplishments of Africa, Asia and the

Middle East.

In an e-mail, Zaman explained the request for volunteers to help with Friday prayers was

to ensure that TIZA staff members were not involved in organizing the Friday prayers. However,

it is still probable that it was TIZA staff members who planned the website, organized the

schedule, and requested the volunteers. It does not change the fact that the prayer services took

place in the school building during school hours. According to federal guidelines on prayer in

schools, teachers at a public school cannot participate in prayer with students. Zaman admitted

that some Muslim teachers probably attended the prayer session. 22In the spring, 2008,

Minnesota Department of Education began a review, saying that the school must change the way

it handles prayer in school and after school busing. Also, under Minnesota State Law, the school

was ordered to raise an American flag every day in session. Furthermore, the Department

informed TIZA that Minnesota state law requires schools to provide transportation at the end of

the normal school day.23

21 Teacher Spills Beans About Islamic Classes, April 9, 2008,http://www.worldnetdaily.com/index.php?fa=PAGE.view&pageId=61129

22 Kersten, Katheryn; Teacher Questions Muslim Practices at Charter School, May 19, 2008,http://www.startribune.com/local/17406054.html

23Tarek ibn Ziyad Press Release, http://kstp.com/kstpImages/TiZA_Media_Statement.pdf
http://www.worldnetdaily.com/index.php?fa=PAGE.view&pageId=61129http://www.startribune.com/local/17406054.htmlhttp://kstp.com/kstpImages/TiZA_Media_Statement.pdfhttp://kstp.com/kstpImages/TiZA_Media_Statement.pdfhttp://www.worldnetdaily.com/index.php?fa=PAGE.view&pageId=61129http://www.startribune.com/local/17406054.htmlhttp://kstp.com/kstpImages/TiZA_Media_Statement.pdf


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Zaman claimed that K-8 school began to receive death and arson threats as a result of

media attention, frightening students, so police began patrolling the school. In response to

Zamans claims and because television reporters went to the school unannounced, TIZA obtained

a security system requiring visitors to buzz at the school entrance.

As a result, on Fridays the school began to release teachers and most students at midday.

Parent volunteers, or a community member led students who stayed behind in prayer, and those

who did not want to pray could read or engage in a quiet activity. From Monday-Thursday,

students were given the option of signing up for after school activities including a fee-based

Muslim studies course, Boy Scouts, Girl Scouts, or a free secular program.24

While it may seem reasonable to say that students can sit out of the prayer, there is

enormous pressure to pray within a group. Students who choose not to pray will be noted and

stigmatized, potentially leading to problems at home from religious parents who would then feel

shamed. Prayer in school is a form of coercion, and would likely lead to problems for non-

praying students, and more lax parents within the larger Muslim community. This same coercion

would automatically extend to fasting at Ramadan, when food is probably not even available at

Muslim schools, and eating in front of fasting students would be viewed as blasphemous.

Muslims would have us believe that prayer is mandatory at prescribed times, when in fact

it is not. Muslims are allowed to postpone their prayers as long as necessary. If prayer is not

convenient at a given time, for reasons such as when in the presence of non-Muslims, or at a

workplace, or normal public school, etc., Muslims can postpone them. Prayers can accumulate

for days on end, but cannot be done in advance. Of course, it in inconvenient to have to do more

prayers later, but children could actually wait to do their afternoon prayers when they are at

home.

Concerning young female students is the requirement that women do notpray when they

are menstruating. In fact, Muslims believe Allah will reject prayers of women when performed

during monthly menstruation. Therefore, whenever a female student sits out of a prayer,

everyone will know she is menstruating. In a subtle way then, and a gross violation of privacy,

all boys and men in the school will know which girls are menstruating and which ones are not.

24 Lemagie, Sarah; State Orders Charter School to Correct Two Areas Tied to Islam, May 28, 2008,http://www.startribune.com/local/south/19076119.html?page=2&c=y
http://www.startribune.com/local/south/19076119.html?page=2&c=yhttp://www.startribune.com/local/south/19076119.html?page=2&c=y


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Furthermore, some students may not want to practice Islam and would prefer to live in a

Democratic society without Islamic coercion.

Allegations against TIZA are that the schools main campus was not originally built as a

school, and the lease was not reviewed by either the state Department of Education or the state

Department of Administration. Also, there are prayers on the walls of the school entry and

teachers have participated in student prayer activities. Samuelson said the school used its website

to seek volunteers to lead prayers, and that it requires students and staff to dress in attire that

conform to Islamic religion. He also said the school issues a handbook instructing staff to not

discuss what goes on at the school.

Federal guidelines do allow students to organize prayer groups in public schools, but

teachers and school employees may not compel students to pray or actively participate in student

prayer. Samuelson noted that the Minnesota ACLU has sued other public school districts for

promoting Christian sects. It has sued cities around the state for violating the separation of

church and state clause of the First Amendment, including the city of Duluth for putting a Ten

Commandments monument on the city hall lawn. 25

Saudi-associated organizations hold the mortgages of 70% of Americas mosques. Along

with financing comes control over many, if not all, aspects of the mosque. For example,

Saudi/Wahhabi authorities are able to influence the selection of their imams, their training, the

Korans and other materials they use, their sermons and programs for mosque schools.26

Aside from charter schools, another serious concern is Saudi Arabian government run

schools. The Saudis run nineteen international schools including The Islamic Saudi Academy

(ISA) in northern Virginia. Chaired by the Saudi ambassador to Washington, the school shares

the embassys employer tax number under the name of the Royal Embassy of Saudi Arabia.

Since 2003, The United States Commission on International Religious Freedom (USCIRF) has

issued four reports warning that the schools textbooks contain intolerant language that

indoctrinate students with Islamic supremism, polarization, and incitement. The Saudi

government agreed to remove disparaging references, but in 2008, passages still clearly pressed

readers to commit acts of violence.

25Furst, Randy and Lemagie, Sarah; ACLU Files TIZA Lawsuit, January 22, 2009http://www.startribune.com/local/east/38034459.html?elr=KArksDyycyUtyycyUiD3aPc:_Yyc:aUU

26 Gaffney, Frank; A Troubling Influence, December 9, 2003,http://www.frontpagemag.com/articles/read.aspx?guid=c7cd908b-6d7e-49eb-a0a9-da0a18745a29
http://www.startribune.com/local/east/38034459.html?elr=KArksDyycyUtyycyUiD3aPc:_Yyc:aUUhttp://www.frontpagemag.com/articles/read.aspx?guid=c7cd908b-6d7e-49eb-a0a9-da0a18745a29http://www.startribune.com/local/east/38034459.html?elr=KArksDyycyUtyycyUiD3aPc:_Yyc:aUUhttp://www.frontpagemag.com/articles/read.aspx?guid=c7cd908b-6d7e-49eb-a0a9-da0a18745a29


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According to a June 11, 2008 article by the U.S. Commission on International Religious

Freedom, a twelfth-grade textbook the school uses defines just cause for killing in the case of:

unbelief after belief, adultery, and killing an inviolable believer

intentionally.

Saudi Wahabbi interpretation of Islam identifies Christians, Jews, Hindus, Buddhists,

Shiite Muslims, and Sufi Muslims as major polytheist religions. Another twelfth-grade textbook

describes:

major polytheism makes blood and wealth permissible,

Non-Muslims can be exempt from the cruel and unusual punishment if they have certain

agreements with the Islamic governments such as American businesses in Saudi Arabia, as

described in a ninth-grade textbook:

It is not permissible to violate the blood, property, or honor of the

unbeliever who makes a compact with the Muslims. The blood of the

muahid is not permissible unless for a legitimate reasonthe muahid is

an unbeliever who contracts a treaty with a Muslim providing for the

safety of his life, property, and family.

The implication is that violence against non-Muslims is lawful unless an agreement is

effective. Such agreements for loyalty are exemplified by American oil companies operating in

Saudi Arabia, financial institutions that provide Shariah compliant products, politicians and

agents who lobby for Saudi causes such as Jimmy Carter and Bill Clinton, and Barrack Obama.

It is reasonable to conclude that even George W. Bushs lack of immigration enforcement and

open borders was an agreement to keep America safe from attack.

The U.S. Commission on International Religious Freedom has long called for Saudi

Arabia to be designated a country of particular concern, for systematic violations of religious

freedom. Expressing concern over promotion of religious intolerance, and religious-based

violence in textbooks used in Saudi Arabia and at Saudi schools abroad, the Commission has


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urged the U.S. government to press the Saudi government to promote tolerance since 2001. The

Universal Declaration of Human Rights bans discrimination and incitement, and specifically

provides that education:

shall promote understanding, tolerance and friendship among all nations,

racial or religious groups...

The Declaration specifically provides that:

The child shall be protected from any form of discrimination on the

ground of religion or belief. He shall be brought up in a spirit of

understanding, tolerance, friendship among peoples, peace and universal

brotherhood, and respect for freedom of religion or belief of others. . .

It is shocking that high school students in the United States are among those discussing

when, and under what circumstances killing non-Muslims is allowed. The U.S. government must

ensure that the Saudi government reviews and revises the globally distributed books. The U.S.

government should insist that the Saudi government behave as members in good standing of the

international community, regardless of the huge amount of world market dollars they may

control.27

Ayad Al-Qazzar, a Muslim apologist, so called worldly expert and frequent speaker in

Northern California school districts promoting Islam and Arab causes

helped write a 540 page Arab World Notebook that was distributed to over 10,000

teachers, reaching 25 million students. The Arab World and Islamic Resources (AWAIR) is a

proselytizing non-profit organization that conducts teacher workshops and sells supplementary

materials to schools in an effort to promote Islam.

The Textbook League in Sausalito, California is a resource for middle school and high-

school educators. It lists readings, resources, and so-called lesson plans in a two-version

publication aimed at teachers. A 1998 version of their publication says The Arab World Studies

Notebook is published jointly by the Middle East Policy Council (MEPC) and by the Arab

27 June 11, 2008: Saudi Arabia: USCIRF Confirms Material Inciting Violence, Intolerance Remains in TextbooksUsed at Saudi Government's Islamic Saudi Academy,http://www.uscirf.gov/index.php?option=com_content&task=view&id=2206&Itemid=1
http://www.uscirf.gov/index.php?option=com_content&task=view&id=2206&Itemid=1http://www.uscirf.gov/index.php?option=com_content&task=view&id=2206&Itemid=1


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World and Islamic Resources and School Services (AWAIR). The editor of the Arab World

Notebook is also the director of AWAIR, a woman named Audrey Shabbas.

The MEPC is a pressure group based in Washington, D.C., known prior to 1991 as the

Arab American Affairs Council. Its activities include sponsoring teacher workshops to

indoctrinate teachers about the Arab World and Islam.

President of the Textbook League, William J. Benneta investigated MEPCs Web site, and

Arab World Studies Notebook. On the Website page with the same name as the notebook, he

read a claim about the Arab World Studies Notebook:

an updated and enhanced version of the Arab World Studies Notebook

(1990), a previous work so highly regarded that educators in California

were permitted to purchase it with state funding.

Bennetta investigated and found the claim false, noting that the Curriculum Framework

and Instructional Resources Office (CFIRO) of the California State Department of Education

does not appraise content. Therefore, granting approval does not mean that an approved

publication is highly regarded. Furthermore, Benneta contacted the administrator of the CFIRO

and found that there was no record of ever approving The Arab World Studies Notebook. The

Introduction to the Arab World Studies Notebook, states:

Believing firmly that teachers are the vanguard of change in any society,

AWAIR has taken as its mandate, to impact the very resources chosen and

used by teachers as well as the training and sensitizing of teachers

themselves.

The phrasing training and sensitizing actually means subjecting teachers to heavy

bombardment of religious and political propaganda, knowing that they have little to zero prior

knowledge on the subject of Islam. Bennetta wrote that:

The Arab World Studies Notebook is a vehicle for disseminating

disinformation, including a multitude of false, distorted or utterly absurd

claims that are presented as historical facts. I infer that the Arab World


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Studies Notebook has three principal purposes: inducing teachers to

embrace Islamic religious beliefs; inducing teachers to embrace political

views that are favored by the MEPC and AWAIR; and impelling teachers

to disseminate those religious beliefs and political views in schools.

Bennetta noted further that:

The promotion of Islam in the Arab World Studies Notebook is

unrestrained, and the religious-indoctrination material that the Notebook

dispenses is virulent. Muslim myths, including myths about how Islam and

the Koran originated, are retailed as matters of fact, while legitimate

historical appraisals of the origins of Islam and the Koran are excluded.

Shabbas wants to turn teachers into agents who, in their classrooms, will

present Muslim myths as history, will endorse Muslim religious claims,

and will propagate Islamic fundamentalism.

A lesson in the Arab World Studies Notebook says that Jesus is an important figure in

Islam Another lesson plan says that Islam recognizes Jesus. It is a fact that Muslims recognize

Jesus, yet deny and denounce basic Christian teachings, such as that Jesus was divine and part of

the Trinity. Jesus is apparently important enough in Islamic teachings that Muslims are enjoined

to not take Christians and Jews as friends (Koran 5:51). They also are enjoined to believe that

Christians are perverse (Koran 9:30). And to deny that Jesus was crucified. (Koran 4:157).

Koran passages reject essential Christian beliefs about Jesus, and Muslim propagandists

conceal the Korans judgment that Christians and Jews are unfit to be accepted by Muslims as

allies or friends.

The prevailing belief of Muslims about Jesus is that Christians are wrong in their

understanding of Jesus; and that Jesus, who lived before Muhammad, was actually a Muslim.

Yet, Muslim propagandists in America, strive to create the impression that Islam is congenial to,

and a logical conclusion to Christianity while routinely and dishonestly exploiting how Jesus is

perceived in the Koran and in Muslim culture.

In the Arab World Studies Notebook, unsupported claims about Muslims in the pre-

Columbian New World are completely without documentation or support, leading one to


26/27

speculate the intended audience consists of teachers who in an effort to keep their jobs, and

lacking knowledge of history and religion, will advocate what they are told without question.

One ridiculous and unsupported myth in the Arab World Studies Notebook is that

Muslims supposedly reached the New World in pre-Columbian times, spreading throughout the

Caribbean, Central America, South America and even Canada. According to the myth, by the

time Columbus arrived, the New World was full of Muslims. English explorers supposedly met

Iroquois and Algonquin chiefs who had names like Abdul-Rahim and Abdallah Ibn Malik!

Shabbas does not cite any sources to support the claims and does not reveal names for the

English explorers.

The Arab World Studies Notebook is full of unqualified statements such as the one on

page 27 that states, As is well known, the Qur'an was revealed through the Prophet Muhammad

. . . It does not say how it is well known, or by whom it is well known. In fact, in America, a

country where 80% of the population claims to be Christian, it is neither well known nor

mainstream. It is however, recognizable to Christians as Islamic-fundamentalist myth.

The Arab World Studies Notebook states, The Koran is the last link in a chain of

revelation going back to time immemorial, even to the very origin of humankind. Muslims

believe the Koran is a miraculous revelation channeled through Muhammad, who was illiterate.

Left to memory for centuries, it is not known how many versions of the Koran were written and

rewritten before an accepted version was assembled, or who actually wrote them down.

Another myth in the Arab World Studies Notebook is that the Koran condemns wars of

territorial conquest. No doubt, Muslims would prefer peaceful conquests, however the book

says that from the 8th through 13th centuries, Arabian Muslims built a great empire that

extended across North Africa, the Middle East, and Central Asia, from Spain to the borders of

China. It does not say exactly how the conquest took place or acknowledge that thousands of

churches, temples, and civilizations were destroyed in the process, or that 270,000,000 non-

Muslim lives were lost in nearly 1400 years of violent jihad.2829

28 Administration; Social Daily News, November 8, 2007I, Islam: 270,000,000 Million Bodies in 1400 Years,http://www.socialdailynews.com/2007/11/islam-270-million-bodies-in-1400-years/

29 Bennetta, William J.; Arab World Studies Notebook lobs Muslim Propaganda at Teachers, October 8, 2003,http://www.textbookleague.org/spwich.htm
http://www.textbookleague.org/spwich.htmhttp://www.textbookleague.org/spwich.htm


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Americans will not tolerate loss of freedom for subversive ends through trickery and

deceit. Yet a stealth movement is rapidly seeking to impose objectionable Shariah Law in

place of Democracy and the Constitution.

According to Lebanese born terrorist expert, and founder of ACT! For America, Brigitte

Gabriel,

For the last 16 years, Saudi Arabia and the Gulf states ... because of the

money coming from the oil, have been pumping millions of dollars into

our universities appointing Arab professors who are anti-American, and

anti-Israel, have been basically brain-washing our students to believe we

(Americans) are the problem.

The children, who have been educated in American universities for the

last 16 years, have graduated and are now working ... not influenced ... by

our patriotic education as Americans, but they have been influenced by

Arab thinking ... and hatred based on revenge.

The evidence of such brainwashing is an attempt to raise our children against us and

force them to ultimately live in dhimmitude. Many responsible groups and individuals aware of

the treacherous violations of freedom are aware that an attempt to undermine our society is

underway. Western free thinkers will never stand for such a breach in conscience and it will be

exposed and stopped. Historical fact and geopolitical reality will inevitably lead to differences in

culture and religion. Forced multiculturalism and political correctness will inevitably provide

fertile ground for hostilities in an attempt to abolish cherished and established standards of the

hosting culture, American.

Documents

Islam in American Classrooms--Chapter 3--Walking the Plank to a Dhimmi Nation