The Meaning of Jihad

The following is an excerpt from a carefully-documented investigative report called Islam in American Classrooms: History or Propaganda? (PDF document):

According to the Concise Encyclopedia of Islam jihad means: "Holy war, a divine institution of warfare to extend Islam into the Dar-al-Harb (non-Islamic territories)." This is a driving doctrine of Islam that is responsible for its violent expansionist history. When Mohammad was asked what the greatest deed that a Muslim could do besides believing in Allah and His Apostle, he answered, "I have been ordered to fight with the people till they say: none has the right to be worshiped but Allah." A 2007 Pentagon-based study proved conclusively that Islamic religious law (sharia) extols violence as a primary means of spreading the ideology. It also notes that Islam‘s‘ goal to subjugate the entire world to Islam and sharia law is based on unalterable, long-standing religious and legal doctrines.

Microsoft‘s on-line encyclopedia, Encarta, unequivocally states in its article, Islam, Spread of: "The remarkable speed of this religious expansion can be attributed to the fact that it was accomplished primarily through military conquest. Mohammed drew Arabs of the Arabian Peninsula to Islam by his forceful personality, the promise of salvation to those who died fighting for Islam and the lure of fortune for those who succeeded in conquest. The caravan raids of the early years of Islam soon became full-scale wars, and empires and nations bowed to the power of this new religious, military, political, economic, and social phenomena."

According to the online encyclopedia, Wikipedia, in its List of Wars in the Muslim World, since the death of Mohammed there have been 63 major Islamic wars of conquest involving over 201 major battles. It also documents 18 current conflicts involving Muslims, which represent over 95% of the world's armed conflicts. Historians have estimated that Muslims killed over 270 million people during the last 1400 years in their wars of conquest, plunder and enslavement.

"You Will Become a Muslim"

The following is an excerpt from a carefully-documented investigative report called Islam in American Classrooms: History or Propaganda? (PDF document):

Not only are our textbooks presenting a biased view of Islam and its history, incredibly, our students are also being subjected to interactive role playing exercises that amount to inculcation into Islam. Homework assignments commonly involve exercises that have the students act as if they were already Muslims. For instance "Form small groups of students to build a miniature mosque." Or: "Assume you‘re a Muslim soldier on your way to conquer Syria in the year A.D. 635. Write three journal entries that reveal your thoughts about Islam, fighting in battle, or life in the desert."

The textbook and its accompanying teachers' guide are full of similar "act as if you are already a Muslim" exercises. Valerie Moore says her daughter "was indoctrinated in the Islamic religion for over four months while in the seventh grade" in 1994. One day she arrived at the Joseph Kerr Junior High School in Elk Grove, California and was greeted by a "huge banner on the front grounds of the school that read, "There is one God, Allah, and Mohammed is his prophet." Moore also witnessed "children dressed in Muslim attire, chanting from the Koran and playing while marching around the Ka'bah." She lamented, "They aren't just teaching them about Islam, they have them practicing it. They have them kneeling down and praying to Allah. I have a problem with that. That's more like inculcation."

One celebrated case in the Excelsior School in Bryon, California provoked a federal First Amendment lawsuit in 2003. The student guide portion of the module Islam: A Simulation of Islamic History and Culture, which the Council for Islamic Education helped edit, states, "From the beginning, you and your classmates will become Muslims." According to the Thomas More Law Center, a public interest law firm which sued the Bryon Union school district on behalf of Jonas and Tiffany Eklund and their two minor children, the controversial role-playing module, required students to:

1. Recite aloud Muslim prayers that began with "In the name of Allah, most gracious, most merciful..."

2. Memorize the Muslim profession of faith: "Allah is the only true God and Mohammed is his messenger."

3. Chant "Praise be to Allah" in response to teacher prompts

4. Profess as "true" the Muslim belief that "The Holy Qur‘an is God's word."

5. Wear an emblem of the Muslim star and crescent moon around their necks

6. Adopt a Muslim name from a list of 30

7. Analyze, explain and recite the jihadist scripture: "Believers, why is it that when it is said to you: 'March in the cause of Allah,' you linger slothfully in the land? … If you do not fight, He will punish you sternly and replace you with other men."

Students also earned extra credit for wearing a robe and memorizing verses of the Qur‘an and learning the Five Pillars of Islam. They even staged their own jihad via a dice game. Sources reported that no Bible verses were learned, and Christianity overall was "barely touched on."

These exercises amount to the promotion of and inculcation into Islamic practices and beliefs. This is not teaching about a religion, it is teaching students to actually practice a religion. This type of group experience is the most powerful form of propaganda — brainwashing. They are the same types of group brainwashing techniques used by the communists on American GIs during the Korean War.

The overzealous indoctrination of students has prompted many California parents to complain that the state is allowing Muslim activists to brainwash our children into accepting Islam, while at the same time marginalizing Christianity.

An outraged teacher at Excelsior school who was also the parent of a 7th grader said, "We can‘t even mention the name of Jesus in the public schools, but... they teach Islam as the true religion and students are taught about Islam and how to pray to Allah." This is not education, it is blatant thought-control — an attempt to subvert our young students and ultimately subjugate our nation.

The examples above are only the tip of the iceberg when it comes to Islamic propaganda in America‘s schools. If you pick up any history textbook that discusses Islam, you will find the same type of whitewashing as has been revealed above. Clearly there is a highly organized and very effective campaign to circumvent the U.S. Constitution, state laws, Board of Education content guidelines and the will of the American people. The worst part is the perpetrators are using taxpayers' funds, state employees, and public facilities to promote and inculcate Islam in the minds of our impressionable youth. They have selected their targets with care to inflict the maximum damage on our future.

There's more:

From the article "How to Make America an Islamic Nation" on the Islamic website www.dawanet.com we learn one of their most powerful modern propaganda tactics: "Schools and campuses are no exceptions as places where Islam can be victorious... We should use every opportunity to sensitize non-Muslim peers and school staff to Islam and to establish an environment in which everywhere a non-Muslim turns he notices Islam portrayed in a positive way, is influenced by it and eventually accepts Islam."

The article concludes by reminding Muslims that the will of Allah, faith and Muslim creativity combined to win many victories in the past and can prevail in America in the future.

This advice is in direct opposition to American laws which prohibit proselytizing for religions in our public schools. Much to our detriment, the Islamic propagandists have infiltrated and are subverting our school systems for their own purposes — to prepare our future leaders to abandon the Constitution and accept Islam and sharia law.

Demonizing Christianity

The following is an excerpt from a carefully-documented investigative report called Islam in American Classrooms: History or Propaganda? (PDF document):

The American Textbook Council found a stunning contrast between the portrayal of Islam as a model of interfaith "multicultural" tolerance and Christianity as the aggressor in many wars of religion throughout the centuries. While the textbooks present Islam in a broad and completely positive manner, the limited references to Christianity are cloaked in skepticism and negativity, with events such as the Inquisition and the Salem witch hunts highlighted in bold, black type. The Council also found that "When…Muslim 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.'" These disturbing examples illustrate that the textbooks blatantly promote Islam while not-so-subtly denigrating Christianity; a proscribed practice and an affront to America‘s Judeo/Christian values.

How Shari'a Treats Women

The following is an excerpt from a carefully-documented investigative report called Islam in American Classrooms: History or Propaganda? (PDF document). According to Islamic Law (Shari'a):

1. Men are superior to women (Surah 2:228, the Qur'an).

2. Women are deficient in intellect and understanding (the Hadith, Al Bukhari Vol. 3:826).

3. A woman is first the possession of her father and then her husband. Fathers may offer a daughter as young as 6 years old to a man of any age who is entitled to consummate the union with wives as young as 9 years old (Muhammad, the role model for all Muslims, took Aisha as a bride when she was six years old and consummated the marriage when she was nine — Bukkari, vol. 5, book 63, no. 3896; cf. Bukkari, vol. 7, book 67, no 5158).

4. Islam considers a wife to be a sex object who must submit to sex whenever, wherever and however her husband wants it. The concept of spousal rape does not exist in Islam (Surah 2:223, the Qur'an).

5. A husband has the legal right and religious obligation to beat a wife if she disobeys him, is disloyal to him or simply does not please him. The concept of wife abuse does not exist in Islam (Surah 4:34, the Qur'an).

6. A man may divorce his wife simply by saying "I divorce you" three times. The woman will be removed from the household with no legal rights to visit the children or financial rights to any shared property (for centuries Muslim men have been able to divorce their wives simply by saying, "I divorce thee" three times. See: "Islamic Divorce Ruled Not Valid in Maryland," Ruben Castaneda, Washington Post, May 8, 2008 page B02).

7. For a woman to prove that she has been raped she must have four male witnesses who will testify against the accused. Without these witnesses rape victims in Muslim countries are commonly accused of adultery and stoned to death, thus punishing the victim simply because she is a woman (Surah 24:12-15, the Qur'an).

8. Islam is the only religion in the world that condones, even encourages, rape of female captives taken as slaves or held for ransom as a tactic of war and a reward for victorious soldiers who conquer "infidels" (Surah 4:24, the Qur'an).

Muslim Propagandists Influence Public Schools In America

The following is an excerpt from a carefully-documented investigative report called Islam in American Classrooms: History or Propaganda? (PDF document):

An expert reviewer of instructional materials is The Textbook League (the League) which was founded in 1989 to support the creation and acceptance of sound schoolbooks. The League is a resource for middle-school and high-school educators, local school districts and officers of state and county education agencies throughout the United States. Its expert reviewers, who have professional credentials in the pertinent disciplines, provide commentaries on some 200 items, in 20 different curriculum categories including textbooks, curriculum manuals, videos and reference books. Most of the commentaries appeared originally in the League's bulletin, The Textbook Letter. In a scathing report titled How a Public School In Scottsdale Arizona Subjected Students to Islamic Indoctrination. The League documents the mis-statements, errors, and outright lies perpetuated in the middle school textbook History Alive! The Medieval World and Beyond published by Teachers Curriculum Institute. The 35-page report exposes the blatant propaganda in History Alive! chapter-by-chapter and even paragraph-by-paragraph. It includes the following statement:

"Muslim propagandists operating in America have been highly successful in impelling our public schools to disseminate pseudo-historical claptrap in which Islam is glorified and whitewashed. Muslim religion claims are presented as facts...students are induced—indeed, are required—to accept and parrot Muslim religious beliefs."

Incredibly, this grossly misleading textbook has also been adopted by the California Department of Education and many other school districts across the nation. The League‘s report clearly documents that this textbook is designed to promote and inculcate Islamic beliefs and practices in the minds our impressionable students.

The Islamic Influence on American Textbooks

The following is an excerpt from a carefully-documented investigative report called Islam in American Classrooms: History or Propaganda? (PDF document):

The American Textbook Council (the Council) was founded in 1989 as an independent national research organization. The Council reviews history textbooks and other educational materials. It is dedicated to improving the social studies curriculum and civic education in the nation's elementary and high schools. Consulted by educators and policymakers at all levels, it provides detailed information and textbook reviews for individuals and groups interested in improving history materials. In June of 2008, after two years of painstaking study, the Council released a 48 page report entitled Islam in the Classroom: What the Textbooks Tell Us. This document provides a summary of the Council's detailed evaluation of the major history and social science texts that were offered to the nation's public school districts in 2006. Most modern American textbooks avoid painting a rosy picture of Christianity and Judaism. But, according to the Council, textbooks being used by thousands of public schools across the country are blatantly glorifying and promoting Islam. The report states:

1. There is surely no more perplexing an aspect of the history curriculum than Islam.

2. The misinformation surrounding Islam and textbooks is disturbing, more so because much of it is intentional.

3. Outright textbook errors about Islam are not the main problem. The more serious failure is the presence of disputed definitions and claims that are presented as established facts.

4. Explicit facts that non-Muslims might find disturbing are varnished or deleted.

5. The seventh grade world history textbooks reviewed avoid all conflict and bloodshed in describing Islam's push out of Arabia and rapid conquest of most of the Mediterranean world. They fail to explain how Islam spread in the seventh and eighth centuries. Islam appears out of nowhere, spreads smoothly and by implication without conflict. Once it was common to say that Islam was spread by the sword. Now, textbooks implied, it moved peacefully, with traders. Islam is "brought to apparently willing populations."

6. Terrorism and Islam are uncoupled and the ultimate dangers of Islamic militancy hidden from view.

7. These effusive formulations stop just short of invention and raise questions about the sources of information.

This is a serious indictment of America‘s most widely-used Islamic history textbooks. The Council is a well-respected, independent, non-partisan research organization. Its only agenda is to advance the quality of history and social studies textbooks to promote better understanding of all cultures.

Whitewashing Islam in Mainstream Textbooks

The following is an excerpt from a carefully-documented investigative report called Islam in American Classrooms: History or Propaganda? (PDF document)

Under the cover of political correctness, multiculturalism and Americans' naïve belief in the universal goodwill of mankind, Muslim apologists have induced all of our major textbook publishers to whitewash Islam's history. The textbooks present an overly-benign picture of Islam. They never mention its cruel history of atrocities, anti-democratic ideologies and totalitarian ambitions for world domination. Much to our detriment, most Americans, and especially our young people, are fooled by Islamic propaganda. That's because we've never been told the whole truth about the founder, beliefs, history, laws or future intentions of this supremacist ideology.

How did this come about?

In 1995 President Bill Clinton directed the U.S. Secretary of Education ― "to provide every public school district in America with a statement of principles addressing the extent to which religious expression and activities are permitted in our public schools." The resulting document, Religious Expression in Public Schools, states that, ― "Public schools may not provide religious instruction, but they may teach about religion..." This landmark document opened the door for Islam to enter the classrooms.

And so then what happened?

Islamic apologists have worked hard and been successful in persuading textbook publishers, teachers, and the American school system to present a false and dangerously misleading view of Islam. This disinformation, cleverly disguised as education, deceives rather than informs our school children. The result is a revision of Islamic history that paints an attractive picture of this intolerant and often violent 7th century ideology.