Archive | history textbook topics

New AZ State Course: “Problem of Whiteness”


(Editor: Yet another university course is being offered in what is wrong with white people, and western thought. The National Association of Scholars conducted a study of California colleges to determine whether hard left bias really dominated campuses within history and political science department . The survey results show that for every moderate professor there are 12 on the far left. On some campuses the ratio is as high as 25-1, and woe betide the student that disagrees with the leftist orthodoxy. Free thought and speech is being trampled. The Arizona State example is but one of many. The Report Card will publish a series of articles on the leftist anti-western bias at our colleges and concomitantly K-12 public schools).

By Lauren Clark “Campus Reform”

In a sign that America’s institutions of higher learning may be lost forever to the radical left, college students in Arizona can now take a class on “Hating Whitey.”

In line with the extreme academic discipline called critical race theory, which is prevalent on campuses across America, Arizona State University is now offering a course on “the problem of whiteness,” according to Campus Reform.

Critical race theory is a belief that relies heavily on the myth of institutional racism, the opinion that racism is inherent in America, brought on by white privilege and white supremacy.

And if that’s not bad enough, the class—ENGLISH 401: “Studies in American Literature/Culture: U.S. Race Theory & the Problem of Whiteness” — is being taught by a white man.

Leave it to a white academic elitist, beset with “white guilt” no doubt, to corrupt the minds of young Americans with a theory driven by identity politics that has little basis in reality.

Campus Reform correspondent Lauren Clark, a student at Arizona State, joined Elisabeth Hasselbeck this week on “Fox and Friends,” and talked about the books associated with the course.

“All of the books have a disturbing trend, and that’s pointing to all white people as the root cause of social injustices for this country,” Clark said.

Twenty people are enrolled in the class, which began Jan. 12.

“I think it shows the significant double standard of higher education institutions,” James Malone, a junior economics major, told Campus Reform. “They would never allow a class talking about the problem of ‘blackness.’ And if they did, there would be an uproar about it. But you can certainly harass people for their apparent whiteness.”



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“Islamophobe” A Noun or a Threat?



By Bill Korach


In light of the Islamic massacre of the staff of the magazine “Charlie Hebdo in Paris, I am rethinking what it means to be labeled an Islamophobe. The Report Card has published a number of articles about the Council on American Islamic Relations (CAIR) which is the US face of Hamas a terrorist organization. For these fact based articles, I was named an “Islamophobe” in CAIR’s annual Florida Report. In November last year, this news story appeared in The Report Card about the annual report.



“The Council on Islamic American Relations (CAIR), the American face of HAMAS, a terrorist organization as recognized by the State Department, produced their 2014 Florida Annual Report this month naming Report Card publisher William Korach an “Islamophobe.” The Report was distributed at their banquet and will be posted to their website in due course. CAIR has been active in obstructing the New York Police Department from surveillance of Islamic radicals, fighting the use of the phrase “radical Islam” in official reports and in the media, and indoctrinating American schools about Islam. The Report Card has published a series of articles on key CAIR operative Hassan Shibly’s lectures on Islam in Tampa schools.


CAIR’s list of Islamophobes also includes Col. Allen West, former Florida US Congressman, Dr. William Saxton, who holds a Ph.D in physics from Harvard and is President of Citizens for National Security, Florida Senator Alan Hays, Volusia County Republican Party Chairman Tony Ledbetter, Randy McDaniels, President of Jacksonville Act for America and others.”


In America, it is commonplace for one side or another to label their opponents. For example, Democrats frequently say that Republicans are “racist.” Republicans say that many Democrats are now “socialists.” Each side causes anger and retort, but at the end of the day, they are just nouns or words, no one is killed in the process. But what does it mean when a Muslim calls out an opponent or uses the name “Islamophobe?” Is that a noun or is it a threat? Does it mean that the labeled individual is a marked man?


Many murders have been carried out by Islamic radicals because they claim their victims slandered (kidhb) the Prophet Mohammed. To be labeled an Islamophobe means that that one is hostel to Islam and perhaps has slandered Islam, an act worthy of death. It is not at all hard to earn a death sentence in the world of Islam. We see plainly that it meant death to the staff of Charlie Hebdo. Could that happen in America? It already has. Should I start making use of my concealed carry permit? Maybe it’s time.




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Common Core’s Coleman Praises Chinese Communist Propaganda Mill

David Coleman President of the College Board

David Coleman President of the College Board

(Editor: David Coleman, principal author of The Common Core Standard, and now president of The College Board lavished effusive praise over Ms. Xu Lin, head of the Chinese Confucius Institute that exists on many US, Canadian and European college campuses. The purpose of the Institute is to indoctrinate students about the virtues and values of the Communist Party).


Wall Street Journal December 26, 2014.


Earlier this year, U.S. College Board President David Coleman feted Ms. Xu at a conference in Los Angeles. Referring to Ms. Xu’s agency by its Chinese acronym, Hanban, Mr. Coleman gushed: “Hanban is like the sun. It lights the path to develop Chinese teaching in the U.S. The College Board is the moon. I am so honored to reflect the light that we’ve gotten from Hanban.”

Not all scholars and politicians are so credulous. The University of Chicago and Penn State recently closed their Confucius Institutes, while Canada’s largest school district, in Toronto, nixed plans to open one.

Ms. Xu’s comments now challenge the legions of American university and K-12 leaders who have never raised concerns, even as most of them signed secret contracts with Beijing. New Jersey Rep. Chris Smith has pledged to investigate such contracts and examine whether institutions should lose government funds for restricting academic freedom. Such efforts can help, but a broader shift in attitude is needed.

Students deserve opportunities to study Chinese language and culture without wearing ideological blinders provided by Beijing. To the extent that Beijing-backed Confucius Institutes shape instruction in the West, Chinese government interests will increasingly trump academic freedom.


Why does Coleman lavish praise on a bureaucrat who support the oppressive Chinese Communist government, while at the same time trashes America in The College Board’s Advanced Placement US History framework? Mr. Coleman’s priorities are backward.

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Indiana Law: Students Must Pass Same Civics Test as Immigrants


(Editor: According to the US Department of Education, 88% of high school seniors are NOT proficient in US History, yet immigrants must pass an oral test about history and American government. Indiana State Senator Dennis Kruse, R-Auburn is introducing a bill to require students to pass the same test as immigrants. What a great idea. Scroll down, and see if you can pass the test).



Hoosier students who want to graduate from high school could soon be required to pass the same civics test as immigrants who want to become U.S. citizens.

That’s the idea behind a measure that one of Indiana’s top education lawmakers plans to introduce during the upcoming legislative session, which convenes Jan. 6.

“I believe that if we’re asking someone from a foreign country to know this information, that our own citizens ought to know it,” said Senate Education Committee Chairman Dennis Kruse, R-Auburn.

The bill is still being written, but it would require all public and charter school students to correctly answer at least 60 percent of the 100 civics questions that the U.S. Citizenship and Immigration Services uses to administer its naturalization test, Kruse said.

Immigrants applying for U.S. citizenship are asked 10 of those 100 questions and must answer six correctly to pass.

The test includes basic American government and history questions, such as “Who was the first President?”, “Why does the flag have 13 stripes?” and “When was the Declaration of Independence adopted?”

Kruse said students would be able to take the test any time from 8th grade to 12th grade. Passing it would be a condition for receiving a diploma, he said.


His bill will make Indiana one of about 15 states where such legislation is being considered, said Sam Stone, political director for the Civics Education Initiative, an Arizona-based non-profit group that is lobbying for the civics test across the country.

About 92 percent of immigrants applying for U.S. citizenship pass the test on their first try, Stone said, but studies in Arizona and Oklahoma have found that less than 5 percent of high school students passed the test.

“Those are really poor numbers,” he said.

The group’s push for a new civics test is a reaction to the current emphasis on science, technology, engineering and math, or STEM, subjects, which he said has caused a “massive shift away from civics and social studies.”

“No matter how much knowledge you have, if you don’t know how to use that knowledge within our system of government, it’s not much good,” he said. “Our government was designed to be run by informed, engaged citizens. We have an incredibly dangerous form of government for people who don’t know how it works.”

A spokesman for Superintendent of Public Instruction Glenda Ritz said she hadn’t seen the legislation and that it would be premature to comment.

Can you pass the U.S. citizenship civics test?

Could you pass the test? Try answering these 20 questions.

While these questions are from the actual naturalization civics test, the real test is not multiple choice. Rather, immigrants must orally answer up to 10 questions from a list of 100. A score of at least 60 percent is required to pass. These sample questions and answers are taken from the U.S. Citizenship and Immigration Services website.




  • Under our Constitution, some powers belong to the states. What is one power of the states?

    • make treaties
    • coin or print money
    • provide schooling and education
    • create an army
  • What is freedom of religion?

    • No one can practice a religion.
    • You can’t choose the time you practice your religion.
    • You can practice any religion, or not practice a religion.
    • You must choose a religion.
  • Who vetoes bills?

    • the President Pro Tempore
    • the President
    • the Vice President
    • the Speaker of the House
  • Who is in charge of the executive branch?

    • the Speaker of the House
    • the Chief Justice
    • the Prime Minister
    • the President
  • What do we call the first ten amendments to the Constitution?

    • the Articles of Confederation
    • the Bill of Rights
    • the inalienable rights
    • the Declaration of Independence
  • What is the capital of the United States?

    • Philadelphia, PA
    • Boston, MA
    • Washington, D.C.
    • New York, NY
  • What ocean is on the East Coast of the United States?

    • Atlantic Ocean
    • Indian Ocean
    • Pacific Ocean
    • Arctic Ocean
  • The Federalist Papers supported the passage of the U.S. Constitution. Name one of the writers.

    • Thomas Jefferson
    • James Madison
    • George Washington
    • John Adams
  • What is the name of the national anthem?

    • America the Beautiful
    • My Country Tis of Thee
    • The Star-Spangled Banner
    • God Bless the U.S.A
  • Name one state that borders Mexico.

    • California
    • Arkansas
    • Alabama
    • Florida
  • Who lived in America before the Europeans arrived?

    • no one
    • American Indians
    • Floridians
    • Canadians
  • Name one branch or part of the government.

    • United Nations
    • parliament
    • state government
    • legislative
  • How old do citizens have to be to vote for President?

    • twenty-one (21) and older
    • sixteen (16) and older
    • eighteen (18) and older
    • thirty-five (35) and older
  • Name one American Indian tribe in the United States.

    • Celts
    • Cherokee
    • Slavs
    • Zawi Chemi
  • If the President can no longer serve, who becomes President?

    • the Secretary of State
    • the President Pro Tempore
    • the Speaker of the House
    • the Vice President
  • What are two rights of everyone living in the United States?

    • freedom to petition the government and freedom to disobey traffic laws
    • freedom of worship and freedom to make treaties with other countries
    • freedom of speech and freedom of worship
    • freedom of speech and freedom to run for president
  • Who was President during the Great Depression and World War II?

    • Franklin Roosevelt
    • Harry Truman
    • Herbert Hoover
    • Calvin Coolidge
  • What did Susan B. Anthony do?

    • fought for women’s rights
    • founded the Red Cross
    • made the first flag of the United States
    • the first woman elected to the House of Representatives
  • Name the U.S. war between the North and the South.

    • the War of 1812
    • the Civil War
    • World War I
    • the Revolutionary War
  • Who does a U.S. Senator represent?

    • the state legislatures
    • all people of the state
    • only the people in the state who voted for the Senator
    • all people of the state who belong to the Senator’s political party








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Want Your Child in a Top College? The Concord Review!

Will Fitzhugh Publisher The Concord Review

Will Fitzhugh Publisher The Concord Review

In Other Words


Will Fitzhugh

The Concord Review

The classical curriculum always valued having students be able to speak and write well about essential subjects and to know enough to do so convincingly. The secret to doing that, was, they understood, practice.


In modern America, we fully understand the value of practice when it comes to Pop Warner football, Little League baseball, and other athletic efforts for our young people. But when it comes to preparing them to read and understand complete nonfiction books and to write serious term papers, we have largely missed the point.


Our students are not the problem with our levels of academic illiteracy. Our schools and our teachers need to be afforded the time and the expectation to guide our students toward academic competence. The Concord Review, Inc., has the registered trademark: Varsity Academics®. We need to attempt to give academic work by our students at least as much attention and support in their Academics as we now give their efforts in Athletics. Good classical schools are needed to bring this about.


It may seem hard to believe, but the majority of American high school students now graduate, and head off to college—the ones who do—without ever having read one complete nonfiction (e.g. history) book or written one serious history research paper.


Our history teachers seem, for the most part, to be content to have the English department in charge of reading and writing assignments, with the result that fiction is what is read, and the personal is often the subject of the writing.


There are exceptions. Since 1987, The Concord Review has published 103 issues, with eleven essays in each, by secondary students from forty-six states and forty other countries. These serious papers average 6,000 words in length (the average for the most recent issue was 7,500 words), and they are on a very wide variety of historical topics. (We don’t tell high school scholars what to write about.)


Many of these papers were done as independent studies, above and beyond what schools were asking these students to do. The longest we have published was 21,000 words, and that student had gone to her teacher at the Governor’s Academy and told him the paper would probably be about 57 pages, and was that ok? The teacher said yes. So there are teachers out there who do encourage their students to go beyond the 500-word “college essay.”


Our authors have been accepted at some very good colleges. Four have won Rhodes Scholarships. Many have sent reprints of their papers with their college application materials, and they have gone on to Brown (27), University of Chicago (23), Columbia (21), Cornell (16), Dartmouth (22), Harvard (125), Oxford (13), Pennsylvania (23), Princeton (64), Stanford (51), Yale (104), and a number of other fine institutions.


While foundations and private funders have been focused mostly on students who cannot read and write very well, we have received encouragement from Albert Shanker, David McCullough, Theodore Sizer, Arthur Schlesinger, Jr., Eugene Genovese, Stephen Thernstrom, and many other scholars, who value the work of serious young students of history, as we do.


But too many of our students are confined to reading and writing at levels far below what they are capable of managing, and we are sending most of them off to college quite unprepared for college reading lists and term paper assignments.


We need classical schools which will once more take seriously the task of bringing up our students as fine writers of nonfiction research papers and as readers capable of managing long important works of history.




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The Poisoned Fruit of Progressive Education

Dr. Kieran Egan

Dr. Kieran Egan

(Editor: Kieran Egan, in his book “Getting it Wrong from the Beginning: Our Progressive Inheritance from Herbert Spencer, John Dewey, and Jean Piaget,” attacks progressive education as a tool of big, socialist government. Although Spencer, Dewey and Piaget wrote their theories in the early 20th century, their ideas have been enabled and turbocharged through the founding of the US Department of Education and the teacher’s unions in 1978. Egan was born in 1942 in Clonmel Ireland, though he was raised and educated in England. He graduated from the University of London with a Bachelor of Arts degree in 1966. He subsequently worked as a research fellow at the Institute for Comparative Studies in Kingston upon Thames. He then moved to the United States and began a Ph.D in the philosophy of education at the Stanford Graduate School of Education. Egan completed his Ph.D at Cornell University in 1972).


By Dr. Kieran Egan


…So the prevailing curriculum based on Greek, Latin, and history was to be swept away. This took some time, but it has pretty well gone. Spencer despised the classical bent of the education that had shaped most of his middle-class contemporaries. This education provided a mass of irrelevant knowledge: “So terribly in our education does the ornamental over-ride the useful” (1928, p. 14). Advocates of future utility as a determining criterion for the curriculum became increasingly influential in the twentieth century. So social studies generally replaced traditional history, classical learning of any kind largely disappeared in favor of more utilitarian studies, the arts in general gave ground to practical preparations for everyday life, literature received less time than functional literacy activities, science and technology studies became a staple of the curriculum, and so on.


Whether we applaud or bewail or have mixed feelings about these changes, it is useful to pause and place them in a wider context that might help us see them more clearly. For the nineteenth and early twentieth-century arguments are new forms of those Plato had with the teachers of rhetoric when he introduced his new idea of education. The rhetoricians of the fifth and fourth centuries B.C. had devised a curriculum that included whatever was considered most useful in preparing the young for their future life in society. Spencer continued the tradition of Isocrates, the rhetorician who is the implicit target of Plato’s Republic. Spencer’s scientific and utilitarian curriculum was the new form of rhetoric in its ancient quarrel with philosophy. What we see in the triumph of Spencer’s ideas in the state schools of the twentieth century is the significant eclipse of Plato’s idea. The new form of rhetoric, the utilitarian curriculum, appealed to politicians and the administrators of the the great institutions of the modern state because it made the schools very largely into agencies of socialization…




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Lincoln’s Thanksgiving Proclamation


(Editor: President Lincoln authored two Thanksgiving proclamations. They would both be worthy of study in our nation’s schools, but sadly they are often overlooked. Lincoln understood that our liberties come from God and not from an all-powerful government. He further understood that America’s prosperity was achieved because of God’s grace. These proclamations are a wonderful today in a war-weary world as they were during our Civil War).

The first was on March 30, and in it he sought to share with his countrymen his sense of personal humility, calling for a national day of “Humiliation, Fasting and Prayer.”


“We have been the recipients of the choicest bounties of Heaven; we have been preserved, these many years, in peace and prosperity; we have grown in numbers, wealth and power as no nation has ever grown. But we have forgotten God.

“We have forgotten the gracious hand which preserved us in peace, and multiplied and enriched and strengthened us; and we have vainly imagined in the deceitfulness of our hearts that all these blessings were produced by some superior wisdom and virtue of our own.

“Intoxicated with unbroken success, we have become too self-sufficient to feel the necessity of redeeming and preserving grace, too proud to pray to the God that made us.”

In his proclamation establishing the Thanksgiving national holiday, President Lincoln said:

“The year that is drawing toward its close has been filled with the blessings of fruitful fields and healthful skies. To these bounties, which are so constantly enjoyed that we are prone to forget the source from which they come, others have been added which are of so extraordinary a nature, that they cannot fail to penetrate and soften the heart which is habitually insensible to the ever-watchful providence of Almighty God. . . .

“I do therefore invite my fellow citizens in every part of the United States, and also those who are at sea and those who are sojourning in foreign lands, to set apart and observe the last Thursday of November next, as a day of Thanksgiving and Praise to our beneficent Father who dwelleth in the Heavens. And I recommend to them that while offering up the ascriptions justly due to Him for such singular deliverances and blessings, they do also, with humble penitence for our national perverseness and disobedience, commend to His tender care all those who have become widows, orphans, mourners or sufferers in the lamentable civil strife in which we are unavoidably engaged.”


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Dad Blasts School Lesson “American’s Rights Come From Government”

Fairfield North Elementary School

Fairfield North Elementary School


(Editor: According to the US Department of Education, 88% of high school seniors are not proficient in history. There is a price to be paid for ignorance. Fairfield North Elementary School taught second graders that our rights come from Government, whereas The Declaration of Independence states that “We are endowed by our Creator with certain unalienable rights.” An alert father stepped in to hopefully correct the Ohio school’s error. The question is, how many other school children are being falsely instructed)?


EAG News

According to a citizenship lesson for 8-year-olds, rights are given to Americans by their government.

Parent Andrew Washburn posted a picture on Facebook of a handout titled “Being a Good Citizen” by Phyllis Naegeli.

“So Emma brought home a very interesting handout from school the other day. So informative! I didn’t know that our rights come from the government! Thank you, government!” he sarcastically wrote.

“And thank you, (Butler County school district), for teaching my eight year old daughter all about her rights!” he added.

Washburn tells EAGnews his daughter attends a Butler County, Ohio district.

Among other things, the worksheet claims:

* Rights are special privileges the government gives you.* Because the government gives us rights, we have the duty to be good citizens.* Someday you will be given the right to vote.

Washburn posted the entire worksheet on the social media site.

“You see, I know how important it is to get to children early in their lives and make sure they understand how it is in the world. Otherwise their impressionable minds might be corrupted by falsehoods like the idea that our rights come from our Creator and that we are born with them,” Washburn posted on Facebook.

After all, the Declaration of Independence makes it clear the rights of Americans are “endowed by their Creator.”

“I personally hold myself to be a patriot, committed to the spirit of 1776 and the American way of life,” the father tells EAGnews.

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History Book Review: The NFL’s Mr. Einstein



By Bill Korach


Football has the largest audience of any sport in the world. The Super Bowl 2014 has 112 Million viewers; college football is more than team spirit, it’s a money machine for schools; high school football is usually the most popular sport. “The NFL’s Mr. Einstein” is a book about Hugh “Shorty” Ray, the man who literally designed the modern game of football first for college, and for professional football. “The NFL’s Mr. Einstein is a history book for anyone with a love of the game, and an appreciation of what one determined man can accomplish. Although Hugh Ray is in the Pro Football Hall of Fame, his name is sadly forgotten. The plaque in The Hall of Fame states: “Ray saved a dull game from extinction and played the major roll in making the sport the fast-paced wide open-game of today.” At the turn of the last century football was such a brutal game that in 1909 26 players were killed and 70 were seriously injured. In 1905 President Theodore Roosevelt, a Harvard man, attended the annual Harvard Yale game. At the time, those schools were the most powerful teams in college football. He was appalled by the brutality of a foul described in the 1905 Harvard Bulletin:


“The incident in Saturday’s game when Burr, the Harvard guard, was knocked down by one of Yale’s backs, seems to demand comment… But Burr had caught the ball in his arms and had it heeled when he was tackled by one Yale man and Quill (Yale) rushed up and shoved both hands in Burr’s face. He was knocked down and badly hurt.”


Roosevelt wrote a rebuke to college football’s leaders: “I demand that football change it’s rules or be abolished.” This was the catalyst for change to the modern game, and Hugh Ray, and former star football and baseball athlete was the man to make the changes. “The NFL’s Mister Einstein” is much more than a book about rules, it’s about how one man took on a rigid bureaucracy and turned football into the exciting game it is today. Before Hugh Ray, the forward pass did not exist, and he was the driver who made it happen in the NCAA, and the NFL.


So why isn’t Hugh Ray better known? His grandson James Stangeland, the author of the book, says:


“The High School Federation (NFHS), the NCAA, and the NFL all willfully suppressed the truth about Hugh Ray’s hundreds of rules contributions to their respective games. They did it over money, power, greed and their enormous egos.”


In 1978 the NFL’s magazine Pro published an official attack piece that tried diminishing Hugh Ray through innuendo and misstatement. Hugh Ray’s hundred of rule changes made the game of football safer, exciting and made millionaires of NFL owners. Yet “Today, Ray is virtually unknown, while the NFL’s team owners are all billionaire members of America’s most exclusive club. They command squads of elite millionaire athletes who entertain over 100 million fans each week, and many more during the Super Bowl. This was no accident. It was a direct result of the rules paradigm that Ray created for the NFL and American football.”


Yet, “Papa Bear” George Halas, owner, and founder of the Chicago Bears and a leader of the NFL for decades said in a stirring tribute: “I’ve always thought that my finest contribution to pro football was bringing Shorty Ray into the NFL”


Good history should teach the truth, and that it what “NFL’s Mr. Einstein” accomplishes. When one thinks of the word “rules” we are apt to allow our minds to wander to the IRS tax codes or 20,000 pages of regulations in Obamacare. But at their best rules make us better, and bring us together. Think the Constitution, or The Ten Commandments. Hugh “Shorty” Ray’s rules made football better for high school, college and NFL athletes. His rules brought out the best in all of us. NFL’s Mr. Einstein is available at Amazon or




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Marine Objects to Daughter’s Islam-Biased History Class, Is Barred from School

La Plata High School

La Plata High School


By Bill Korach


The father of a La Plata, MD High School student has been barred from the school grounds after officials said he threatened to disrupt the school environment. In fact, The Report Card learned from Mr. Jack Tuttle, a social studies curriculum manager at La Plata, that the textbook, World History, Patterns of Interaction, McDougal, Little was the basis for that classroom instruction. World History has been described by Citizens for National Security as “A textbook with an extreme pro-Islam, anti Israel bias.” The textbook has been demonstrated to mis-state many historical facts about Islam. For example, the textbook claims that Muslim rule over non-Muslims during the Middle Ages was tolerant. In fact, non-Muslims, Christians and Jews were treated as second class citizens and forced to pay a special tax. Perhaps a pro-Islamic tilt by La Plata’s history class is what caused Kevin Wood’s objection.

According to Jeremy Wolf, a reporter for the Gazette, Kevin Wood was issued a no-trespass order last week after a telephone call with La Plata High Vice Principal Shannon Morris on Thursday. Wood called to air complaints regarding his daughter’s world history assignment that asked students to examine elements of the Islamic religion.

Wood, a former corporal with the U.S. Marine Corps, where he was enlisted for eight years, said in an interview Monday afternoon outside of the school system’s central office that he did not wish for his daughter, a junior at La Plata, to learn the Islamic religion, a faith he does “not believe in,” he said.

Wood and his wife, Melissa Wood, said they reached out to the school last week and asked that their daughter be removed from her world history course for the duration that the class covered Islam. The Woods said they spoke by a telephone to a woman, who they identified as “Ms. Pearl,” who listened to their request and said she would investigate the possibility of an alternative assignment.

Kevin Wood, who identified himself as Catholic, denied that he had issued any threats or that he had planned to show up on the La Plata campus Monday.

In a later phone call with Morris, Kevin Wood said he blasted the school for violating his daughter’s “constitutional rights” and said he would contact the media and “bring a [expletive]storm down on them like they’ve never seen.”

“Nowhere did he ever threaten,” Melissa Wood said. “And this is where it’s gotten totally blown out of proportion.”

Policies exist that allow a child to complete an alternative assignment if the parents complain, O’Malley-Simpson said, but not in the case of world history.

“If parents object to a book that’s assigned, and the assignment is to gather certain reading skills, assigning them a different book doesn’t matter,” she said. “The student still gains the skills and knowledge. In the case of world history and other subjects, it’s part of the curriculum and it’s part of the standards you’re supposed to learn.”

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