By Bill Korach www.thereportcard.org
Citizens for National Security (CFNS), an organization dedicated to fighting the spread of radical Islamic propaganda in America in general and America’s public schools, today announced the release of their new video about theTeacher’s Guide to Islam-biased content in Florida’s K-12 textbooks. In 2009, 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 26 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. We were able to get Pearson to reprint misleading sections of their World History.
Dr. Saxton reports that Shabbir Mansuri and Susan Douglass, co-authors of Pearson’s World History a convert to Islam, both support Sharia law in America and the takeover of America by radical Islam
The Report Card asked Dr. Saxton about the need for the new Teacher’s Guide: “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 now 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:
“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
• 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
World History contains serious misleading remarks about Sharia law:
“Similar to Jewish law, the Sharia [law] regulates moral conduct, family life, business practices, government, and other aspects of individual and community life.”
This statement seeks to incorrectly portray a similarity between Jewish and Islamic (Shariah) law. Mosaic law is summarized in the Ten Commandments, but is fully discussed in the Pentateuch, or the first five books of the Bible. There are fundamental differences between Mosaic law and Shariah law. Mosaic law is to be observed by practicing Jews, and not required or expected of non-Jews. Furthermore, there is no country including Israel where Mosaic law is also the law of the land.
Shariah law is required of all those under Islamic rule and is the law of the land in many Islamic countries. For example, Iran, Turkey and Syria are under Shariah law; and now, Egypt and Libya are embracing it. Currently Muslims in Great Britain, France, and even the United States are asserting rights under Shariah law. In Great Britain, non-Muslim 113 female police are required to wear “hijabs” or head dress in Islamic sections of Bristol. There have been a number of “honor” murders in America where Islamic fathers slay their daughters who have “dishonored” the family114. An Islamic father in Garret, Texas shot dead both of his daughters for “dishonor.” These actions place Muslims at odds with the laws of the country in which they live. On the other hand, Christians and Jews are expected to live under the laws of the country in which they live.
• Jewish law is for observant Jews to follow, but Jews are required to live under the secular laws of their country. Israel is nominally a Jewish state but the Government of Israel does not require Jews to live under Mosaic law.
• Shariah law is government imposed on Muslim and non-Muslim alike in a number of Middle Eastern countries.
• Muslims citizens of non-Muslim countries often insist on living under Shariah in conflict with the laws of those countries. Honor killings committed in America are examples of Shariah law in conflict with American laws forbidding murder.
• Shariah law is in conflict with U.S. Constitutional law.
Dr. Saxton says: “I would encourage readers of The Report Card to take these three steps: 1. Download the Teachers Guide 2. Study It and share it 3. Check the textbook list against what textbooks are being used in your schools. If they are in use, take a 4th step and write your school board. Tell them that their books flunk, but you can help them pass.”