Tag Archive | "muslim indoctrination"

Florida Citizens Alliance New Objectionable Materials Report


 

By Bill Korach www.thereportcard.org

 

The Florida Citizens Alliance (FCA)has been in the forefront of combatting Common Core and objectionable materials that plague the classroom like an unstoppable virus. FCA have issued a new report that every family should read titled the Florida Curriculum Assessment. The 11 page report describes six categories of objectionable materials:

 

  • English Language Arts
  • Pornography
  • Reconstructed History and
  • Advanced Placement US History (APUSH)
  • Religious Indoctrination
  • Political Indoctrination
  • Common Core Math Methodologies

Rep. Lee is sponsoring HB 989 that will require all county school districts to make materials available for families to review. The bill in being considered in this current legislative session and just in time because there are some materials in place that should not be in schools. Here are just a few quotes:

 

English Language Arts:

 

“English 3 :Florida Collections– by Houghton, Mifflin, Harcourt Published-2013, is a collection of short stories. The overwhelming content of these types of stories and victimization, racism and bigotry are not teaching our children to be good citizens, but victims of an oppressive culture and with moral values that “anything goes”.

Pornography

 

These materials are available beginning with 6th graders:

 

“One Example: Title: Beautiful Bastard, Author: Christina Lauren

“He leaned close enough to bite my shoulder, whispering, ‘You fucking tease.” Unable to get close enough, I quickened my pace on his zipper, shoving his pants and his boxers to the floor. I gave his cock a hard squeeze, feeling him pulse against my palm. He forced my skirt up my thighs and pushed me back on the conference table. Before I could utter a single word, he took hold of my ankles, grabbed his cock, and took a step forward, thrusting deep inside me. I couldn’t even be horrified by the loud moan I let out – he felt better than anything. ‘What’s that?’ he hissed through his clenched teeth, his hips slapping against my thighs, driving him deep inside. ‘Never been fucked like this before, have you? You wouldn’t be such a tease if you were being properly fucked.”

Revisionist History

 

“Modern World History, 9th Grade Teacher Edition Year: 2013

Author: Holt McDougal Publisher: Houghton Mifflin Harcourt

The most objectionable portions of the book were the sections on the American Revolution and Founding Principles. In the discussion of the Articles of Confederation, the commentary distorts the extensive back and forth between the Federalists and the Anti-Federalists
-no mention of the 13 colonies declaring their independence as 13 independent Nation States, each with powers of the other nations states of Britain, France, etc.

-no mention of the US Constitution being a legal document that created the federal government
-No mention that the federal government was a product of this legal compact and not a signer or ratifier of the compact. -No mention that this legal compact delegated only 18 well-defined and very limited powers in Article 1, sec 8
– Minimal mention of the extensive debates that led to the Bill of Rights and particularly why we have a 9th and 10thamendment.
– Grossly miss-represented the Federalist position/Stating  “colonial leaders eventually recognized the need for a strong national government” –Not true- our Constitution was carefully crafted to limit federal government powers!”

The full report can be obtained by going to The Florida Citizens Alliance:

Oct. 2016 Objectionable Materials Curriculum Report updated

 

 

 

 

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Key Florida Curriculum Bill Deserves Senate Support


 

By Bill Korach www.thereportcard.org

 

This morning I spoke with Keith Flaugh of Florida Citizens Alliance who is supporting House bill HB 989 and its companion in the Senate SB 1210 are now working their way through the legislative process. The Florida Citizens’ Alliance (FLCA) is a coalition of citizens and grassroots groups working together through education, outreach and community involvement to advance the ideals and principles of liberty.  They believe these include but are not limited to individual rights, free markets, and limited government. Mr. Flaugh said his group is very concerned about school materials that indoctrinate students against American principals and support leftist thought. These bills support local control of curriculum materials and include a detailed report of objectionable materials.

 

In 2014 SB 864 (FS 1006.283) was the K-12 Curriculum Bill signed into law by Governor Scott in July of 2014. Its purpose was to:
– Assign each school board the constitutional responsibility to select and provide adequate instructional materials.
–  Require each district to create a transparent review policy/process allowing parents to review instructional materials and raise objections if the material was not accurate or was objectionable.
–  Allow School districts to implement their own selection and acquisition programs as an alternative to buying from the State approved lists.

 

However, Mr. Flaugh stated that virtually every school district ignored the law and parents remain mostly in the dark about materials that are indoctrinating their children. As a result, HB 989 and SB 1210 are drafted to force school districts to close the loop holes. According to Mr. Flaugh the bill will:

 

    – Require that each District School Board shall implement a transparent Policy/Process within their
District whether they acquire from the State list or create their individual acquisition program.
– Provide a definition of quality materials and require all materials meet Florida existing laws (
Tighten the definition of instructional materials to include “on-line” materials.
– Give each District School Board greater flexibility to use instructional materials that meet
        or exceed current Florida Standards.
    – Expand a parent’s right to object to include the rights of taxpayers.

Bottom Line: This law will empower parents and community taxpayers a meaningful seat at the table to significantly improve the quality of instructional materials in public schools.

 

Definition of quality materials spelled out in SB 1210 and HB 989
When passed into law, these Instructional Materials companion bills will restore local control of curriculum to each school district, give a meaningful voice to parents and the local community in the selection process for instructional materials, and require instructional materials used in the classroom meet the following criteria:

a. Be research-based, and be proven to be effective in supporting student learning

  1. Provide a non-inflammatory, objective, and balanced viewpoint on issues
  2. Be appropriate to the students’ ages and varying levels of learning
  3. Be accurate and factual
  4. Be of acceptable technical quality
  5. Shall strictly adhere to the requirements of Florida Statute 1003.42(2) US Constitutional Founding values and principles
  6. Not contain pornography or sexually explicit content as is otherwise prohibited by Florida Statute 847.012(3).

The full detailed 11 page report of objectionable materials in Florida Schools documenting extensive political and religious indoctrination, revisionist history, issues with APUSH, pornographic material and destructive math pedagogy can be found at http://floridacitizensalliance.com/liberty/?s=objectionable+materials+report

 

 

Here are just a few of the more egregious example contained in the objectionable materials curriculum report:

 

“Objectionable Materials Pornography:

Beautiful Bastard by Christina Lauren

“He leaned close enough to bite my shoulder, whispering, ‘You fucking tease.” Unable to get close enough, I quickened my pace on his zipper, shoving his pants and his boxers to the floor. I gave his cock a hard squeeze, feeling him pulse against my palm. He forced my skirt up my thighs and pushed me back on the conference table. Before I could utter a single word, he took hold of my ankles, grabbed his cock, and took a step forward, thrusting deep inside me. I couldn’t even be horrified by the loud moan I let out – he felt better than anything. ‘What’s that?’ he hissed through his clenched teeth, his hips slapping against my thighs, driving him deep inside. ‘Never been fucked like this before, have you? You wouldn’t be such a tease if you were being properly fucked.

Revisionist History:

Modern World History, 9th Grade Teacher Edition Year: 2013

Author: Holt McDougal Publisher: Houghton Mifflin Harcourt

The most objectionable portions of the book were the sections on the American Revolution and Founding Principles. In the discussion of the Articles of Confederation, the commentary distorts the extensive back and forth between the Federalists and the Anti-Federalists
-no mention of the 13 colonies declaring their independence as 13 independent Nation States, each with powers of the other nations states of Britain, France, etc.

-no mention of the US Constitution being a legal document that created the federal government
-No mention that the federal government was a product of this legal compact and not a signer or ratifier of the compact. -No mention that this legal compact delegated only 18 well-defined and very limited powers in Article 1, sec 8
– Minimal mention of the extensive debates that led to the Bill of Rights and particularly why we have a 9th and 10thamendment.
– Grossly miss-represented the Federalist position/Stating “ colonial leaders eventually recognized the need for a strong national government” –Not true- our Constitution was carefully crafted to limit federal government powers!

Religious/Islamic Indoctrination

Citizens for National Security Report of 25 Florida Textbooks

Citizens for National Security, a nonprofit,501© (3) Public Charity, has created and extensive 101 page assessment of 25 Florida K-12 textbooks that specifically outline “egregious errors, glaring omissions, questionable inclusions or political, ethical, cultural and other biases that clearly seek to foster an Islamic agenda”. Their report is titled “Corrections to Islam-biased content in FloridaK-12 Textbook” by William M. Korach II and Dr. William A. Saxton. The study, dated 2012”, assessed history and geography textbooks in use for all 67 Florida counties. It confirmed that over 900 of these Islam biased textbooks were being used in Florida schools and 64 of the 67 counties using one or more. The report contains an assessment over 200 flawed quotes and errors with detailed documentation as to why the material is flawed.

Citizens For National Security was successful at getting several books taken out or revised by the publisher in Palm Beach County back in 2012-13 but this effort did not extend to the other counties.

HB 989 and SB 1210 deserve to be fully sponsored and brought to the floor for a up or down vote. We urge readers to support this legislation.

 

 

 

 

 

 

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Is Trump Ed Nominee DeVos Pro-Common Core, Islamic Indoctrination?


Betsy DeVos

Betsy DeVos

 

By Bill Korach www.thereportcard.org

 

Betsy DeVos, President Trump’s nominee for Secretary of Education has come under attack from the teacher’s union and the educational establishment for her well-documented support of school choice. Her record shows she is a strong supporter of charter schools and vouchers that allow public school students to attend private schools of their choice. However, some conservatives say that Ms. DeVos has been a long standing supporter of Common Core Standard (CCSS) and that she has shown support for Islamic indoctrination as part of school curricula. Ms. DeVos will come up for a Senate committee vote tomorrow, January 31st.

 

According to Education Liberty Watch:

 

Betsy DeVos’ first statement against Common Core was the day she was appointed. She never worked with and frequently opposed Stop Common Core in Michigan, the grassroots parent organization. All of the organizations she has founded, funded, chaired or on the boards of which she served have been strong supporters of Common Core. Michigan Republican legislators knew to not to oppose Common Core because they could expect a primary challenge by DeVos-funded groups. The charter, voucher, and Title I portability programs she supports most, all require the state Common Core tests.”

 

According to Breitbart News which at one time was headed by Trump chief strategist Steve Bannon, Ms. DeVos was a long time supporter of Common Core:

 

“Parents, educators, and grassroots activists across the state of Michigan know exactly who DeVos is and her position on Common Core,” Karen Braun tells Breitbart News the day after DeVos joined Trump in Grand Rapids at a “Thank You” tour stop in her state.

“We’re not fooled by a single, carefully parsed statement on a webpage that she is ‘not a supporter – period,’” she says. “We know the truth. We experienced it first hand. So have many Michigan lawmakers; but for some reason they continue to stay silent and give DeVos a complete pass. Loyalty to DeVos trumps loyalty to the truth, apparently.”

 

The DeVos nomination drew immediate support from former Florida Governor Jeb Bush, who was an early and devoted supporter of Common Core. Some say that his support for Common Core may have been a major contributor to his defeat in the presidential primary. CCSS is tremendously unpopular with parents, and has failed to lift learning. At least 5 states are moving to repeal CCSS. It is most certainly politically toxic.

 

If Ms. DeVos has moved away from CCSS to another better standard, all well and good. But the senate committee would do well to delve into her position on CCSS and whether a Federal role in state standards is appropriate.

 

Education Liberty Watch has also stated that Ms. DeVos has supported a pro-Islam curriculum. Organizations like the Council for American Islamic Relations and the Muslim Brotherhood have been deeply involved with classroom instruction and textbooks like World History Pearson that present a falsely positive view of Islam to indoctrinate uninformed school students.

 

The lesson about Islam from DeVos sponsored Next Lesson state:

 

“This activity examines the origins and contributions of the Arab people. Through a series of questions, it probes students to think about who is Arab and about our preconceptions of Arabs. Through a series of exercises that rely on geographical, religious, and historical questions the students are able to broaden and specify their understanding of what is an Arab citizen of the 21st century world. This is the first and touchstone lesson of a larger Bridges of Understanding curriculum that is comprised of an additional ten lessons dealing with various aspects of Arab culture. We encourage all teachers to start with this lesson and then to choose a path forward that you deem most beneficial for your classroom.”

 

It is not clear from this site whether the information rises to the level of Islam-biased indoctrination or simply informational background about the Islamic world. It would certainly be appropriate for the Senate Committee to delve into these matters with Ms. DeVos.

 

 

 

 

 

 

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Survey: 88% of Teachers Say US History Low Priority


 

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By Bill Korach www.thereportcard.org

 

University of North Carolina Professor Bruch van Sledright found in a survey that 88% of elementary school teachers believe that US History or for that matter any history is a low priority. School principals seem to have a low regard for teaching history. 63 percent of the elementary school principals noted that history education’s importance paled in comparison to subjects such as reading and mathematics.

 

According to the US Department of Education’s NAEP, only 11% of high school seniors are proficient in American History. So American students do not understand about our history of freedom, American Exceptionalism nor American government. It’s hard to see how young Americans can become good citizens would understanding America’s history of liberty and the working of our form of government.

 

One problem may lie with teacher’s colleges. The modern theory is that teachers need only learn teaching technique or pedagogy. They are not required to actually become subject matter experts or even learn subject matter. Therefore, students are actually graduating with less and less knowledge.

 

A well rounded man was once the hallmark of excellent education, but not in today’s world. If America is to develop good citizens, students need knowledge and expertise.

 

Van Sledright has written an excellent book: In Search of America’s Past: Learning to Read History in Elementary School. Parents would be wise to order this book. If schools won’t teach history, then parents can educate their kids at home.

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NJ School Blames Christians for Islamic Violence


Battle of Tours

Battle of Tours

 

By Bill Korach www.thereportcard.org

According to Fox News, Barbara Light of Westwood, NJ was working with her daughter on homework when she read this in a history textbook:

 

“The Christians’ harsh treatment of Muslims in the Holy Land led to bitterness that has lasted to the present,” one worksheet stated.

Another worksheet asks students to identify “one negative effect of the Crusades that has continued to the present.” The answer written on the worksheet – “the Christians harsh treatment of Muslims continues in the present day.”

 

Evidently the school’s reference to the Crusades neglected to mention that the Crusades were the result of violent Muslim conquest of the Christian Middle East starting around 600 AD. The school neglected to mention that the entire region we know today as the Islamic Middle East and Turkey were once Christian. The school neglected to mention that the assault and conquest of those Christian regions was entirely by the sword and unprovoked.

 

The Islamic conquest of Christian nations went all the way to Spain. The Muslims would have taken all of Europe but they finally defeated by Charles Martel in 732 at the Battle of Tours, France.

 

The second part of the worksheet in the Westwood School stating, “the Christians harsh treatment of Muslims continues in the present day” is an utter fiction. Where today are Christians treating Muslims harshly? In fact it is ancient Christian communities in Iraq, Pakistan, Iran, Syria, and even Africa that are being driven out by Muslims, when they are not being murdered by various Islamic.

 

The idea that Christians have caused all of todays Islamic violence is a fiction written into American textbooks by Muslim propagandists. A full report on Islamic indoctrination of K-12 students and tainted textbooks is available from Citizens for National Security at no charge. Parents should arm themselves from this kind of dangerous Muslim propaganda.

 

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Teachers Union Opposes FBI Anti-Terror Education


Randi Weingarten AFT President

Randi Weingarten AFT President

 

By Bill Korach www.thereportcard.org

 

Last year the FBI introduced an anti-terror website called “Don’t Be a Puppet.” The purpose of the website was to educate teenager who might be negatively influenced by Radical Islamic videos and websites. Many young men and some women have been seduced by the message of radical Islam and some of the ISIS and Al Qaida websites.

 

The website helps teachers understand the danger signals that a student might be leaning towards radical Islam. However the educational establishment and the American-Arab Anti-Discrimination Committee opposes the program because they feel it promotes Islamophobia.

 

Randy Weingarten, President of the American Federation of Teachers, said: “We know there’s a need to be hyper-vigilant, but there’s a difference between being hyper-vigilant and racial profiling. This program should not go forward.”

 

Supporters of the program strongly disagree. Craign Strazzeri of Prager U reasonably asks: “How could any rational person who cares about protecting innocent life, oppose teaching young people how to recognize recruiting strategies of Islamic extremists?”

 

Once again the Teachers Unions are doing their best to keep American students in the dark.

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Dept. of Education to Usurp Kids Morality Training from Parents


 

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(www.thereportcard.org The U.S. Department of Education is moving to usurp parental rights and start teaching morality in the sinister new education fad called Collaborative for Academic, Social and Emotional Learning (CASEL). CASEL is a double threat to parents right to bring up their children as they see fit, and a danger to the privacy of children and their student records. CASEL is yet another step in total government control over your children and your rights as parents).

By Jane Robbins Townhall

The U.S. Department of Education (USDE) longs to plumb the psyches of our children (as its own reports reveal – see here and here), and it enjoys the eager complicity of state education establishments. As reported by Education Week, the Collaborative for Academic, Social, and Emotional Learning (CASEL) recently announced that eight states will “work collaboratively to create and implement plans to encourage social-emotional learning in their schools.” These states are jumping on a bandwagon that threatens to roll over innocent children and their privacy.

 

CASEL is the big gorilla in the zoo of social-emotional learning, or SEL. Having proved so adept at (or perhaps having given up on) teaching students English, math, science, and history, state progressive-education establishments are joining CASEL to explore more esoteric pursuits. Better to diminish academic content knowledge and push SEL: “self-awareness, self-management, social awareness, relationship skills, and responsible decision-making.”

The average parent might object, “Wait, that’s what my child learns from me and from Sunday school.” But CASEL & Co. believe the government should take over in case the parents and church don’t do it right — perhaps teaching the wrong attitudes and mindsets.

 

Suppose the government decides a child will be a more acceptable student, citizen, and worker bee if he learns to acquiesce to the “consensus” of the group, regardless of his own moral standards, or if she learns to accept that all commands of the government must be obeyed. The student may fulfill the standard by developing the correct attitudes, but under whose authority does the government presume to instill attitudes that may conflict with parents’ desires?

These eight states (California, Georgia, Massachusetts, Minnesota, Nevada, Pennsylvania, Tennessee, and Washington) have thus joined a few others in assuming the right to substitute their authority for the parents’ in children’s most intimate and personal development, from pre-K through graduation. In doing so, the nanny states are acting in the spirit of the new federal Every Student Succeeds Act (ESSA), which encourages rating of schools based partly on “nonacademic” factors that may include measures of SEL, and which provides funding for a range of potentially SEL programs. Thank you, Speaker Ryan, for ramming this bill through.

 

Assessment and development of students’ social and emotional skills is risky business. What kind of training will teachers or other school personnel have for this responsibility? Psychologist Dr. Gary Thompson points out the extremely sensitive nature of evaluating children’s social-emotional makeup and warns about having inadequately trained personnel implementing plans designed to alter students’ psyches.

When non-psychologists dabble in these murky waters, the result is tremendously subjective analyses of what a child is thinking or feeling as opposed to what the government thinks he should be thinking or feeling. Dr. Karen Effrem, who has researched and written extensively about the issue of SEL, warns about the subjectivity of this kind of analysis, particularly with young children.

 

Even prominent SEL proponents caution that assessing students on SEL standards, especially with the common mechanism of student surveys, can be a shot in the dark. Researchers Angela Duckworth and David Yeager have said that “perfectly unbiased, unfakeable, and error-free measures are an ideal, not a reality.”

Dr. Effrem and Dr. Thompson both warn also about the extraordinary threat to student privacy that implementation of SEL standards would present. With states’ building longitudinal student databases that track children from cradle to career, it’s inevitable that data collected from observing and analyzing children’s emotional states will be preserved . . . forever. And because USED has gutted federal student-privacy law to allow sharing of personally identifiable information on students with almost anyone the government wants, that data is likely to be widely disclosed – without parental consent.

 

If a child’s school dossier says he doesn’t meet an SEL standard for, say, anger-management, could that come back to haunt him? Maybe when he applies to college, or for a job, or enlists in the military, or . . . goes on trial for a crime?

Dr. Thompson points out, as well, that these records (containing what is rightly considered medical information) would be characterized as education records and therefore not protected by HIPAA (Health Insurance Portability and Accountability Act). “Placed in the wrong hands,” he warns, “psychological testing can ruin lives as well as cause psychological trauma to people” if the results are misused.

According to the monolithic progressive-education establishment in this country, SEL is the next big thing to fix the problems with public education. The same was true of outcome-based education, and Common Core, and fads infinitum. But this fad isn’t just ineffective, it’s dangerous. Parents should demand a halt to pseudo-psychology – and a restoration of their autonomy in raising their children.

 

 

 

 

 

 

 

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Obama Dept. of Ed. Tells Teachers to Promote Islam to Stop Bullying


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(Editor: www.thereportcard.org The Department of Education blog “Homeroom” make the claim that Muslims are being bullied in schools.

 

Homeroom states: “Not since the days and months immediately after September 11 has the Muslim community faced the level of anti-Muslim bias and bullying that has been seen over the past several months.”

 

The DOE cites no evidence for these claims. In fact, according to the latest FBI statistics on hate crime last year 56% of religious hate crimes were directed against Jews. Only 16% of religious hate crimes were against Muslims. There were also hate crimes against Christians. So why is the DOE singling out Islam for preferred treatment? Why are teachers being encouraged to promote Islamic traditions and faith?

 

Is this not a violation of the First Amendment? Why are there no Christian or Jewish encouragement and promotional programs? The following material was taken from the blog and asks school to “to include Islam.share inspiring examples like Walk a Mile in Her Hijab.”

 

How about “Walk a mile with the Cross)?”

From DOE Blog “Homeroom:”

 

Protecting Our Muslim Youth from Bullying: The Role of the Educator

 

Cross-posted from the Stopbullying Blog. Not since the days and months immediately after September 11 has the Muslim community faced the level of anti-Muslim bias and bullying that has been seen over the past several months. In the wake of Paris and other terrorist attacks, combined with the emergence of the Islamic State in Iraq and Syria (ISIS), a lack of information among the public about Islam, and the tendency to associate  Islam with terrorism, there has been an increase in expressions and incidents

targeting the Muslim community and those who are perceived to be Muslim, such as members of the Sikh community. There has also been an increased wave of anti-Muslim sentiment in our public discourse, political rhetoric and everyday interactions.  Schools have not been immune. Youth have been called, “terrorists” or “ISIS.” There have been physical attacks, verbal threats, and social isolation. These are just a few of the many ways anti-Muslim sentiment has impacted schoolchildren who are Muslim or perceived to be Muslim.

 

As a result of bullying and harassment, students may feel threatened, frightened, and disconnected from school. Their academic performance may suffer. Across the country, all parents need to talk with their kids and educate them on how they can prevent bullying. Parents should try hard to help their children appreciate their peers and make friends across different cultures.

 

Educators have an important role to play as well. Classrooms and schools should provide learning environments that are not only free from discrimination and harassment based on protected traits—including religion—but should also be conduits for students to build bridges with other students across different backgrounds, break down stereotypes, acknowledge and affirm important aspects of their identity, and learn how to be an ally when faced with bullying and bias.

Here are a few important anti-bias and bullying prevention strategies that teachers can use to address anti-Muslim sentiment:

Create an anti-bias learning environment . This means incorporating the experiences, perspective and words of Muslim people into the curriculum through social studies and current events instruction, children’s literature , in order to learn about different cultures. When you teach about world religions, be sure to include Islam.

 

In addition, share inspiring examples like Walk a Mile in Her Hijab, whose goal is to spread awareness about Muslim cultural traditions and to combat anti-Muslim bias.

 

 

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New Video Links Islam-Biased Textbooks to Home-Grown Jihadism


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By Bill Korach

 

In 2009, Citizens For National Security (CFNS) published their Report on Islam in Florida’s K-12 schools. The well known and widely read report-over 500,000 distributed to date. Dr. William Saxton, Harvard and MIT educated and trained CFNS leader, says: “Our initial report identified 25 textbooks in use in Florida that contain pro-Islam bias. We found over 200 misleading, inaccurate or even untruthful quotes about Islam in history, the relationship with Israel and with America.”

 

Since that time CFNS produce this 10 minute video describing how the textbooks support the radicalization of home grown Islamists through indoctrination. In many cases these textbooks falsely depict Palestinians and other Muslims as victims of Israeli and United States aggression. Please view the video:

Dr. Saxton and Report Card publisher William Korach subsequently authored The Teachers Guide to Islam Biased Textbooks. Dr. Saxton stated “When school boards were shown CFNS initial report, board members often stated that they would like to have a historically accurate response to the textbook inaccuracies.” Dr. Saxton further states: “The boards had invested in the textbooks, and felt that teachers would benefit from an easy to use guide that would provide a handy correction without having to re-write the books. So CFNS decided to fund extensive research using highly respected historical information, and publish the Teacher’s Guide. The Teacher’s Guide provides the textbook, quote, and the correction for each misleading quote. Research is carefully footnoted and easily accessed. This guide is available at no charge and can be downloaded from the attached file. It is also available on the CFNS website https://cfns.us/index.php

 

Although agenda-based campaigns to shape textbook content have existed for some time, the past decade has seen particularly aggressive and intense overt and stealth efforts by proponents of Islam to inject their beliefs into public K-12 classrooms via textbooks and associated materials. Florida, the third leading state purchaser of elementary and high school textbooks in America, has a combination statewide adoption and local district selection process. That gives agenda-based advocates in Florida, including Islamics, opportunities at two levels – and in school libraries – to influence decisions that lead to getting their favored textbooks in front of K-12 public school students. Against this backdrop of possible manipulation of textbook selection, there are also troubling national trends in the content of history and geography textbooks. Click for the Guide:  Teacher’s Guide to Islam-Biased Content in Florida Textbooks

We asked Dr. Saxton for some examples of misleading or untruthful quotes: Dr. Saxton said: “When you see the corrected information juxtaposed against the false quote it really demonstrates just how egregious some of these statements can be. Here is a good example of what I am speaking about from Modern World History: Patterns of Interaction:

 

Page 587

“a widespread campaign of civil disobedience called the Intifada, or ‘uprising.’ The Intifada took the form of boycotts, demonstrations, attacks on Israeli soldiers, and rock throwing by unarmed teenagers…. However, the civil disobedience affected world opinion, which, in turn, put pressure on Israel to seek negotiations with the Palestinians.”

The discussion of the 1987 Intifada on page 587 speaks of civil disobedience but fails to mention the extreme violence of the Palestinians who murdered 1100 of their own people and 164 Israelis8. The PLO, responsible for much of the Intifada violence, accused 1100 Palestinians of Israeli collaboration, although accusations were unproven.

It was far more than “unarmed teenagers” who conducted the Intifada. They were singled out to invoke sympathies from teenagers worldwide.

“2000 Visit by Israeli leader Ariel Sharon to holy Arab site launches second Intifada and years of violence.”

The phrase completely leaves out a key fact: The holy site visited by Ariel Sharon was the Temple Mount, the holiest of holy sites to the Jewish people, the Temple of Solomon. The Muslims built the Mosque, the Dome of the Rock, on the ruins on the Temple Mount built 1650 years after the Temple of Solomon. The reason that the Dome of the Rock was built on the Jewish holy site in 691 AD was to assert domination over the Jewish people. Sharon was merely asserting the right of the Jewish people to visit the Temple Mount, a right that had been previously denied them by the Jordanians. The Second Intifada cost the lives of nearly 5000 Palestinians and 1400 Israelis including 160 children.9

Summary

  • The first and second Intifadas were started by the Palestinians against Israelis and resulted in the deaths of 6600 Palestinians and1400 Israelis.
  • The second intifada was pre-planned by PLO leader Yasser Arafat upon the pretext that Ariel Sharon violated a Muslim holy site when he merely visited the holiest of holy sites in all of Judaism.
  • Teenagers were far from the only constituents of the Intifadas

 

 

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Campus Anti-Semitism and Assault on 1st Amendment


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(Editor: www.thereportcard.org Anti-Israel, anti Semitism is metastasizing on campuses across America. Pro-Islam Students for Justice in Palestine and The Boycott, Divest and Sanction (BDS) movement are attacking Israel, Jews and anyone who has the temerity to disagree with them. At Connecticut College Andrew Pessin, a philosophy professor criticized Hamas terrorists in 2014. A campus-wide smear campaign tarring him as a racist ensued, and the administration criticized him rather than his attackers; he has yet to return to teaching. So Prof. Pessin was smeared and run off campus by terrorist sympathizers. What happened to free speech? What happened to our moral foundation when terrorism is exalted and anti Semitism is on the march in America? Is this “diversity or multi-culturalism” in action? Time for alumni to cut of donations, time for parents to discern colleges their kids are considering, and time for elected officials to cut off public money to colleges that permit these atrocities).

By Ruth Wisse Wall Street Journal

March madness is no longer limited to the basketball court. This month, American campuses are being invaded by the latest form of college hazing: Israeli Apartheid Week. Jewish students are made to walk past displays that distort their history, defame their national homeland and shame their religious heritage, while those on campus who are not complicit in the ritual try to ignore their humiliation.

The annual campaign boasts a remarkable world-wide growth over the past dozen years. It now claims participation by 150 universities and cities, and this year has already struck the U.K. (Feb. 22-28) and Europe (Feb. 29-March 7). In the first week of March, Israeli Apartheid Week came to Columbia University, with the Students for Justice in Palestine erecting an “apartheid” wall on campus (“Our revenge will be the laughter of our children” read one slogan). The Israeli Apartheid Week website lists colleges across the country where events will be held. The month will close out with an observance at Rutgers University.

The displays representing Israel’s alleged suppression of Palestinian Arabs are part of a much larger anti-Jewish front whose academic spearhead is the Boycott, Divestment and Sanctions (BDS) movement. That effort stems from the original 1945 Arab League boycott calling on all Arab institutions and individuals “to refuse to deal in, distribute, or consume Zionist products or manufactured goods.”

Whereas student agitation-propaganda is driven by Arab-Muslim-leftist coalitions like the pro-Palestinian group at Columbia, the BDS movement is largely a faculty initiative, centered in the fields of Middle East Studies and swaths of the humanities and social sciences. These groups adapt aggression against Israel to the tropes and tactics of “progressive” protest movements.

After decades of enduring this abuse, some American Jews lately have organized to try to stop its spread. The Academic Council for Israel and Academic Engagement Network have joined existing faculty groups like the Amcha Initiative and the Louis D. Brandeis Center for Human Rights Under Law to challenge the most egregious cases of harassment against supporters of Israel.

 

One such case, drawing the attention of the Brandeis Center, involves Connecticut College and Andrew Pessin, a philosophy professor who had the temerity to criticize Hamas terrorists in 2014. A campus-wide smear campaign tarring him as a racist ensued, and the administration criticized him rather than his attackers; he has yet to return to teaching.

At the student level, the Israel on Campus Coalition tries to coordinate groups and individuals responding to anti-Israel activities by providing “pro-active, pro-Israel” information and initiatives. However welcome and necessary, these initiatives cannot on their own arrest the campaign of defamation, any more than Jews were ever able to stop the organization of politics against them.

The agents of anti-Semitism are anti-Semites, and unless they become the object of scrutiny, the belligerents will achieve their goal. Blaming Israel for the suffering of Palestinian Arabs is first and foremost a strategy of deflection, intended to divert attention from dysfunction in Arab and Muslim societies. So it does. Where are the campus rallies for women’s rights in Islam, relief efforts for Syrian refugees, vigils for Christian victims of Islamic State? Where is the outrage of historians, archaeologists and anthropologists at the destruction by radical Muslims of ancient monuments and of indigenous societies that are presumably theirs to defend?

University administrations and faculties have been complicit in allowing anti-Jewish politics to subsume other forms of racism and to flourish in their place. Administrators hypocritically invoke free speech in defense of faculty members who provide an ostensibly “academic” rationale for opposition to Israel. By now, entire disciplines use their academic conferences to attack the Jewish state. Campus anti-Israel coalitions exploit freedom of speech and assembly to assail the only Middle Eastern country that guarantees those freedoms. When will educators confront and expose this degenerate corruption of their institutions and their calling?

 

Israel is in every exemplary sense a “startup nation,” but touting its positive qualities cannot win against the tactics of Israeli Apartheid Week and the Boycott, Divestment and Sanctions movement. The current U.S. election campaign has made plain the greater power of negative campaigning over even the best-articulated positive ideas. Anti-Semitism is the ultimate negative campaign. It flourishes because onlookers who think they have no stake in the conflict choose not to face down the belligerents and because we have not seriously sought an antidote. If Western society had paid the same minuscule attention to infectious diseases as it does to pandemics of anti-Semitism, tens of millions would still be dying of cholera and bubonic plague.

Ms. Wisse, a former professor of Yiddish and comparative literature at Harvard, is the author of “Jews and Power” (Schocken, 2007) and “No Joke: Making Jewish Humor” (Princeton, 2013).

 

 

 

 

 

 

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