Almost everyday there are reports of some outlandish happening in the public schools and universities that would not have occurred a couple of generations ago. Can you imagine, for example, history textbooks being used by hundreds of thousands of public school students across the U.S. blatantly promoting Islam?
The American Textbook Council (AIC) was established in 1989 as an independent national research organization to review social studies textbooks and advance the quality of instructional materials available to teach history. They issued a report after a two-year project in which five junior and five high school world and American history texts were studied. The conclusion was:
"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 Islam that misrepresents its foundations and challenges to international security." Also found was that "the texts present "disputed definitions and claims [regarding Islam] … as established facts."
As examples of the biased teachings, the report listed ten textbooks containing flagrant misrepresentations of Islam; nonetheless California textbook suppliers and state authorities tried to defend the indefensible. Bert Bower, the founder of one of the textbook suppliers said "... not only did his company have experts review the book, but the state of California also reviewed it, and has approved it for use in public schools."
"Keep in mind when looking at a particular book, scholars from all over California (reviewed it)," he said.
One of those experts who the company said contributed to the text was Ayad Al-Qazzaz. He is a Muslim apologist and according to WorldNet Daily "a frequent speaker in Northern California school districts promoting Islam and Arab causes. Al-Qazzaz also co-wrote AWAIR's 'Arab World Notebook.' AWAIR stands for Arab World and Islamic Resources whose mission is to proselytize 'non-profit organizations' that conduct teacher workshops and sells supplementary materials to schools."
It is additionally not surprising that the AIC study also stated that:
"The report finds that "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 content."
"Particular fault rests with the publishing corporations, boards of directors, and executives who decide what editorial policies their companies will pursue."
The textbook "History Alive! The Medieval World and Beyond", published by the privately held Teachers Curriculum Institute (TIC), is especially criticized by the AIC. The book contains lessons having "stilted language that seem scripted or borrowed from devotional, not historical, material." Additionally noted was that another textbook "Medieval to Early Modern Times", features a two-page prayer to Allah "the Merciful."
The American Textbook Council said that there is suppose to be a ban in California on "adverse reflection" on religion in school. The issued report stated:
"Whatever 'adverse reflection' is, such a mandate may be conceptually at odds with historical and geopolitical actuality."
"None of this is accidental. Islamic organizations, willing to [provide] misinformation, are active in curriculum politics. These activists are eager to expunge any critical thought about Islam from textbooks and all public discourse. They are succeeding, assisted by partisan scholars and associations… It is alarming that so many individuals with the power to shape the curriculum are willfully blind to or openly sympathetic to these efforts".
Regarding the TCI textbook, the report said its lessons contain "stilted language that seem scripted or borrowed from devotional, not historical, material."
"Among the textbooks examined the editorial caution that is applied to coverage of Christian and Jewish beliefs is not of concern in presenting information about Islam" says the AIC. "For example, seventh-grade textbooks are replete with Islamic references to angels, revelations, miracles, prayers, and sacred exclamations; and using the titles 'Messenger of God' and 'Prophet of Islam' cross the line into something other than history, and more like scripture or myth."
According to the AIC report, among the lessons public school students must learn from the various books:
- Muhammad "taught equality"
- Fasting reminds Muslims of people who struggle to get enough food
- Muhammad told his followers to make sure guests never left a table hungry
- Arab traditions include being kind to strangers and helping needy
- "These effusive formulations stop just short of invention and raise questions about the sources of information."
Muslims have been extremely violent in extending Islam throughout the world. Yet the textbooks contend that actual physical conquering of some peoples was due to religious conversion. As stated in the textbook "World History: Medieval and Early Modern Times", "People were converted to Islam because they were attracted by Islam's message of equality and hope for salvation." Another textbook asks and answers the question: "How did the caliphs who expanded the Muslim Empire treat those they conquered?" Answer: "They treated them with tolerance."
"At a time when intolerance marks Islamic cultures worldwide and multiculturalism is a ruling idea in U.S. schools, these 'wonderland-of-tolerance' tropes constitute a major content distortion," according to the AIC report.
The Crusades also receive critical comment in the textbooks; they teach the Crusades were "religious wars launched against Muslims by European Christians."
"When … Muslims groups’ attack Christian peoples, kill them, and take their lands, the process is referred to as 'building' an empire. Christian attempts to restore those lands are labeled as 'violent attacks' or 'massacres.'"
Also, "While Christian belligerence is magnified, Islamic inequality, subjugation, and enslavement gets the airbrush." The report also refers to inaccuracies in teaching about Sharia religious law, women's rights and terrorism, especially the Sept. 11, 2001, attacks in New York, Washington and Pennsylvania, which killed nearly 3,000, according to WorldNet Daily.
The textbooks casually mention the 9/11 tragedy: "The Modern World says, on the morning of Sept. 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 'matter of fact' nature and brevity of this passage in the textbooks is insulting to the memory of the victims because so much of the truth is not told. Who were the teams of terrorists and what did they want to do? What were their political ends? Since 'The Modern World' textbook avoids any hint of the connection between terrorism and jihad, the texts make no effort to help students understand that Islamic fanaticism caused September 11 to happen; why this is omitted in American teaching materials, and why such omissions are tolerated, is not hard to understand if the intention is to soft pedal Islam.
Parents, look into what your children are being taught; Islamic propaganda has infiltrated the curriculum and we will all become Islamic subjects if Muslims get away with this.