Tag Archive | "muslim indoctrination"

Professor Fired for Israel-Hating Tweets


Steve Salaita

Steve Salaita

By Bill Korach www.thereportcard.org

In a rare display of good judgment and courage, the University of Illinois has revoked the contract of Steven Salaita, an Israel-hating leftist after many tweets like this surfaced:

“At this point, if Netanyahu appeared on TV with a necklace made from the teeth of Palestinian children, would anybody be surprised?”

Mr. Salaita, a professor of indigenous studies, wrote dozens of inflammatory tweets condemning Israeli Prime Minister Benjamin Netanyahu and Israel’s military assaults in Gaza. He wrote the tweets after leaving his tenured job at Virginia Tech, but before his job offer from the University of Illinois at Champaign-Urbana was approved by that college’s board of trustees. Mr. Salaita’s offer of employment was revoked by The U of I after this tweet became known:

In another tweet, he wrote: “It’s simple: either condemn #Israel’s actions or embrace your identity as someone who’s okay with the wholesale slaughter of children.”

Mr. Salaita, an American of Palestinian parentage, has written five books that conflate America’s conquest of the west with colonial genocide. He also accuses Israel of colonial occupation and frequently condemns America and Israel as racist. Mr. Salaita is an exemplary member of politically correct historians who view America through the lens of Race, class and gender.

Mr. Salaita’s loss of his job offer comes amid strained relations on campuses over the Palestinian-Israeli conflict.

In February, an academic group called the American Studies Association voted to boycott Israeli universities. In June, the Modern Language Association rejected a resolution critical of Israel. Student groups from Massachusetts to California have clashed over the matter.

Last fall, Mr. Salaita accepted the tenured job offer at the University of Illinois, said Robert Warrior, director of the school’s American Indian Studies Program. The contract was set to be ratified by university’s board of trustees in September. That approval normally is a formality.

Douglas Belkin of the Wall Street Journal wrote:

On Aug. 1, the school’s chancellor and vice president for academic affairs sent Mr. Salaita a letter, reviewed by The Wall Street Journal, that said they “will not be in a position to appoint you to the faculty.”

 

The revocation of Mr. Salaita’s job offer has divided academic free-speech advocates.

The Illinois branch of the American Association of University Professors said the “controversy is at the heart of…free academic inquiry” and if the school voided a job offer due to tweets about the Palestinian-Israeli conflict it “would be a clear violation of Professor Salaita’s academic freedom.” The national AAUP also supported him.

But Cary Nelson, an English professor at the University of Illinois and a former president of the national AAUP, said Mr. Salaita made himself vulnerable by speaking out before his hiring was complete and by appearing to incite violence. “I think he stepped over the line,” he said.

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Karen Harvey: Candidate for St. Johns County Florida School Board


Karen Harvey

Karen Harvey

By Bill Korach www.thereportcard.org

Karen Harvey, an author of history books and docent in St. Augustine, is running for school board against Bill Mignon. The Report Card interviewed Ms. Harvey on her reasons for running. She said: “St. Johns schools are the best in Florida and I believe what we’ve achieved could be harmed by full adoption of Common Core. My opponent, Bill Mignon broke a tie to vote for Common Core and accept Race to the Top funding. I believe that was a very bad decision.”

We asked if SJC was obliged to keep Common Core because the county took Race to the Top funds. Ms. Harvey said: The grant for Race to the Top has expired and we can opt out.”

Ms. Harvey is opposed to educational materials that put cast America in a totally negative light: “I don’t think we should use history books that are biased in favor of Islam. We are a country with Christian traditions, and we must teach an understanding our culture. I’m afraid we’ve failed to do that. I’m a docent at my church, Memorial Presbyterian. One day a young man of school age came in for the tour. He asked: ‘What’s a Presbyterian? Then he asked me to explain the meaning of Christian. This means our kids are not being taught, and they simply must be taught our history so they can be taught citizenship.”

What is her experience with education? “I have written many history books and I am current working on a history of St. Johns Public Schools for Dr. Joyner the SJC School Superintendent. I have visited 95% of the schools in SJC. I applaud Dr. Joyner for founding specialized career academies. I would like to see some of older schools in St. Augustine have more support from the parents. Some of our churches, mine included have volunteers who tutor kids whose parents are uninvolved. I’d like to see more of this.”

How does she feel about charters?

“I think choice is good when it fills a need. I’d like to see more instruction about faith and its positive role in society.”

 

 

Karen Harvey is a local authority on Florida History. She has been a resident of St. Augustine, Florida, for thirty-four years. She is the author of nine books in print, numerous articles, museum text panels and videos. She is an historic interpreter with knowledge spanning the centuries of cultural changes in St. Augustine and is available for specialty tours. She has taught at the college level and provides fourth-grade history tours for the required Florida history classes. Her teaching background includes substitute teaching in the local school system. She has appeared on the History Channel, the Discovery Channel, and in numerous documentaries about “spiritual activity” in St. Augustine. She provides dramatic presentations of five women about whom she researched and wrote. She is a member of the St. Augustine Historical Society and the Romanza festival organization. She is active with the Florida Heritage Book Festival and has served on local citizens’ boards including the Historic Architecture Review Board,  the Historic Preservation Advisory Committee.  She was a board member for the St. Augustine Lighthouse and Museum, Inc.

For her mastery of history, she is a recipient of the 2008 Tourism Employee of the Year Award. Her most recent publication St. Augustine Enters the Twenty First Century won the 2010 Florida Writers Award for first place in the history category.

Born in Flushing, New York, Harvey was transplanted to Florida when she was 11 years old. She holds degrees from the University of North Carolina, Greensboro, and American University in Washington, D.C. Her travels include living in Viet Nam, Guatemala, Bolivia and Ireland. She provided lectures about Florida history in Trinity University (Dublin) and the University of Dublin. She continues to visit countries that expand her knowledge of history.

Harvey’s latest publication, St. Augustine Enters the Twenty-First Century, arrived in stores in June 2010. The 222 page book contains more than 200 photos and discusses the changes in the city and county over the last three decades. It is a companion piece to St. Augustine and St. Johns County: A Pictorial History, a popular coffee-table publication now in its ninth  printing. She has lived in St. Augustine since 1978. Additional available works include America’s First City: St. Augustine’s Historic Neighborhoods a book focusing on historic and architecturally significant sites and houses; Oldest Ghosts, a fun read about spiritual activity selling well to ghost hunters; Daring Daughters: St. Augustine’s Feisty Females; and Five Women Five Stories. She scripted the DVD documentary about St. Augustine’s Lighthouse titled First Light St. Augustine’s Lighthouse.

Harvey’s play Conquest and Colonization ran for five spring seasons from 1996 through 2000 entertaining school and tour groups with the story of the founding of St. Augustine and the settlement of Florida. She was the arts and entertainment editor for The St. Augustine Record for seven years and continues to write for the newspaper on a freelance basis.

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Pearson Islam-Biased Textbook Blasphemes Bible


 

Dr. William Saxton Citizens for National Security

Dr. William Saxton Citizens for National Security

 

By Bill Korach www.thereportcard.org

 

Citizens for National Security in collaboration with The Report Card, has reviewed The Cultural Landscape: An Introduction to Human Geography Pearson Prentice Hall, 10th Edition, © 2011.  The Cultural Landscape adds another chapter to Pearson’s sorry history of publishing Islam-bias history and political science textbooks that also carry a subtle and sometimes not so subtle anti-Israel and anti-Christian message. Pearson is also a major supporter and supplier of Common Core materials, and as such, they do not deserve the public trust. The new Cultural Landscapes report is now available as part of Citizens for National Security’s 2012 report on 25 Islam-Biased Textbooks in Florida’s K-12 schools.

 

One passage actually blasphemes the Bible:

 

“…Sarah’s fortunes changed, and she bore a son, Isaac.”

The phrase blasphemes Biblical teaching and faith. In Genesis 18: 10-14, the first book of the Bible, God promises that Sarah, then 90 years old, would bear a son and his name would be Isaac. Sarah at first did not believe that she could bear a child at that age, but God assured her that with Him anything was possible. The textbook statement reduces this event to chance. It was God’s promise, not fortune. In short, religion is removed from the equation.

Summary

  • In the Bible, God had revealed his divine plan for the Jewish people through Abraham and Sarah.

 

  • The Bible says that God promised Abraham and Sarah a son, and his name would be Isaac.

 

  • The text trivializes and blasphemes the Bible, saying in effect, that Sarah got lucky and had a baby.

The full text of the review of Cultural Landscapes follows:

 

Pages 171-173

“Christianity has three main branches – Roman Catholic, Protestant, and Orthodox-…In addition, 14% of Christians belong to churches that do not consider themselves within one of these three main branches…”

“The Orthodox branch of Christianity is a collection of 14 self-governing churches in Eastern Europe and the Middle East…”

“Nine of the other self-governing churches were established in the 19th or 20th centuries…”

“Several other Christian churches developed independently of the three main branches…”

“The word Islam in Arabic means ‘submission to God,’ and it has a similar root to the Arabic word for peace. An adherent to the religion of Islam is known as a Muslim, which means in Arabic ‘one who surrenders to God.’ The core of Islamic belief is represented by five pillars of faith: 1 – There is no God worthy of worship except the one God, the source of all creation, and Muhammad is the messenger of God. 2 – Five times daily, a Muslim prays facing the city of Mecca, as a direct link to God. 3 – A Muslim gives generously to charity as an act of purification and growth. 4 – A Muslim fasts during the month of Ramadan as an act of self-purification. 5 – If physically and financially able, a Muslim makes a pilgrimage to Mecca.”

 

Christianity is demoted from a religion to a political entity with three main branches and self-governing churches. There is no discussion of Christianity’s core beliefs. Thus Christianity appears to be a mere organization chart. For the record, the Christian faith is clearly defined by the Nicene Creed[1]:

 

Islam, on the other hand, is called a “religion.” It discusses “submission to the will of God” and how its members “surrender to God.” It even identifies and itemizes Islam’s core beliefs, the five pillars of faith, where Muhammad is called the “messenger of God.” However, according to the court records in the Holy Land Foundation Trial,[2] Islam demands that every nation adhere to Sharia Law which is, in fact, inherently political.

 

Summary

  • The text portrays Christianity in terms of an organization chart with an infrastructure based upon politics, rather than as a religion.
  • The Christian faith is summarized by the Nicene Creed which is generally accepted by most denominations.
  • Islam, on the other hand, with its enforcement of Sharia Law, has been found to be political, confirmed from evidence presented by U.S. Government prosecutors in the Holy Land Foundation trial.

 

Pages 179-180

“…He was referred to as Christ, from the Greek word for the Hebrew word messiah, which means ‘anointed.’”

“…Jesus was put to death as an agitator. On the third day after his death, his tomb was found empty. Christians believe that Jesus died to atone for human sins, that he was raised from the dead by God, and that his Resurrection from the dead provides people with hope for salvation.”

 “…Muhammad received his first revelation from God through the Angel Gabriel. The Quran, the holiest book in the Islam, is a record of God’s words as revealed to the Prophet Muhammad through Gabriel…As he began to preach the truth that God had revealed to him…”

Here, significant contextual differences in the discussion of Jesus Christ compared to that of Muhammad and Islam lead to bias through unsubstantiated perceptions.

The life of death and resurrection of Jesus Christ as described in the Gospel reports of Matthew, Mark, Luke and John is central to Christian faith. Furthermore, the Jewish people were told to expect a savior by Biblical prophetic writings that pre-date the birth of Christ by over 700 years. Such content appears in the Old Testament books of Isaiah, Mica, Jeremiah, Ezekiel and others. The Bible treat them with great reverence, but the text above is somewhat flippant.  Phrases such as “referred to” and “Christians believe” imply that this is what Christians believe – a story. Furthermore there is no mention of the Bible as a reference, and the Bible predates the Quran by approximately 1600 years.

Compare the treatment of Biblical prophecy and the Gospel accounts of Jesus with the reverence accorded to the Islamic prophet Mohammad and the Quran. References to phrases such as “revelation from God,” “record of God’s word,” and “preach the truth” lend an air of certainty. This affirmative treatment leads the reader to conclude that these events are factual whereas the description of Jesus is characterized as myth.

Summary

  • The textbook treats the Gospel account of Jesus as if it were fiction or myth.

 

  • The Bible and the Gospel in the New Testament are not mentioned as sources, but the Quran is cited and described as “holy.”

 

  • The accounts of Mohammad and the Quran are treated with reverence, compared to a flippant treatment of Biblical prophecy and the Gospel.

 

 

Page 179

“…Sarah’s fortunes changed, and she bore a son, Isaac.”

The phrase blasphemes Biblical teaching and faith. In Genesis 18: 10-14, the first book of the Bible, God promises that Sarah, then 90 years old, would bear a son and his name would be Isaac. Sarah at first did not believe that she could bear a child at that age, but God assured her that with Him anything was possible. The textbook statement reduces this event to chance. It was God’s promise, not fortune. In short, religion is removed from the equation.

Summary

  • In the Bible, God had revealed his divine plan for the Jewish people through Abraham and Sarah.

 

  • The Bible says that God promised Abraham and Sarah a son, and his name would be Isaac.

 

  • The text trivializes and blasphemes the Bible, saying in effect, that Sarah got lucky and had a baby.

 

 

 

 

Page 182

“Christianity’s diffusion has been rather clearly recorded since Jesus first set forth its tenets in the Roman province of Palestine.”

“Palestine” did not exist when Jesus was born and lived. In 70 AD, the Romans under Titus destroyed the Temple to punish the Jews for rebellion, and approximately 80 years later named the region “Paleaestina.”

 

Many textbooks use the name “Palestine” when the proper historical name should be “Israel.” Israel is the ancient Hebrew name for the land of Israel, first mentioned in the Bible in the Book of Genesis 23 as the name of Jacob, translated as “God contended.” The earliest known reference to the name Israel in archaeological records is in the Merneptah stele, an Egyptian record of circa 1209 BC.[3] The first clear use of the term Palestine to refer to the region synonymous with that defined in modern times was in 5th century BC Ancient Greece. Herodotus[4] wrote of a “district of Syria, called Palaistinê” in The Histories, the first historical work clearly defining the region, which included the Judean Mountains and the Jordan Rift Valley. The name “Israel” thus predates the name “Palestine” by 800-1200 years depending upon historical usage.

 

Summary

 

  • The use of the name Palestine for Israel and Judea is incorrect and misleading. It attempts to legitimize the Palestinian demand for the land of Israel.

 

  • “Palestine” did not exist when Jesus was born and lived.
  • The land of Israel was not called “Palestine” until 150 years after Jesus, and 1200 years after the founding of the nation of Israel under King David

 

 

 

Page 203

“Israeli Jews were divided for many years between those who wished to retain the occupied territories…”

The impression created by the term “occupied territories” is that Israel started the wars against the Arab states, and unlawfully seized land from the Arab states and the Palestinians. In fact, the three major wars between the Arab states and Israel in 1948[5], 1967[6] and 1973[7] were all started by the Arab states under the leadership of Egypt. None of the Arab states accepted the rights of Israel to exist following the establishment of Israel by the United Nations in 1948, and today still refuse to acknowledge the existence of Israel. In 1967, Israel defeated the combined armies of Jordan, Syria and Egypt following declarations of war and mobilizing of troops by the Arab states. Israel seized the Golan Heights, Gaza and Sinai from each of the aggressors for self-defense purposes. In addition, Israel retook Jerusalem, the historic capital of Israel and the site of the temple of Solomon, the Jews holiest site.

 

Summary

 

  •    A force of combined Arab states waged aggressive war against Israel in 1948, 1967, and again in 1973. The 1973 war began as a sneak attack against Israel on Yom Kippur, the holiest day on the Jewish calendar.

 

  •    Israel fought back in self-defense against Arab aggression and won each of the wars.

 

  • Israel took land after the 1967 war to prevent future attacks from being staged so easily. In addition, Israel took back Jerusalem, its historic capital since 1000 BC that had been partially occupied by Arabs.

 

“The ultimate obstacle to peace in the Middle East is the status of Jerusalem. As long as any one religion – Jewish, Muslim, or Christian – maintains exclusive political control over Jerusalem, the other religions will not be satisfied. But the Israelis have no intention of giving up control of the Old City of Jerusalem, and Palestinians have no intention of giving up their claim to it.”

This statement to the effect that the status of Jerusalem is open to question is a deep insult to Jews and Christians. The Jews and Christians have a far more ancient and legitimate claim to Jerusalem than the Muslims.

The Bible states that God promised the land known as Israel to the Jewish people nearly 4000 years ago, first to Abraham, and later to his descendants.[8] The promises are repeated throughout the Old and New Testaments of the Bible, whose age and historical reliability have been documented by many scholars.[9] William F. Albright, one of the world’s most renowned archaeologists, stated: “There can be no doubt that archaeology has confirmed the substantial historicity of Old Testament tradition.”[10] Under David, King of Israel, circa 1000 BC, Jerusalem was established as the capital of Israel.

Under King Solomon, The Temple of Solomon was built in Jerusalem.[11] Jesus Christ preached in Jerusalem, was crucified there, and rose again. Jerusalem is a Holy City to Christians. The Muslim wars of aggression and expansion in 638 A.D. included the conquest of Jerusalem.[12] In 689, the Muslim conquerors built a mosque: The Dome of the Rock that sits atop the foundation of the destroyed Jewish Temple of Solomon[13]. This is a Muslim symbol of aggression and conquest and a deep insult to the Jewish People. Nevertheless, the Israeli government allows the mosque to remain open and Muslims to worship there.

The only conclusion that can be drawn here is that since Israel is presently in control of Jerusalem, it is the “ultimate obstacle to comprehensive peace…” It makes no mention that Jordan was in control of Jerusalem from 1948-1967. During that time, there was no peace. Jewish synagogues and historical artifacts were destroyed. Only Muslims were allowed to worship there. At least, under Israeli control, it is an open city.

Summary

  • Jerusalem is the ancient capital of Israel, and the Jewish people see it as an insult to suggest that Israel has no right to govern there.

 

  • From 1948 to 1967, under Muslim rule, Jews were not allowed to worship there.

 

  • Under Israeli rule of Jerusalem, Muslims are free to worship there.

Page 260

“Distinguishing terrorism from other acts of political violence can be difficult. For example, if a Palestinian suicide bomber kills several dozen Israeli teenagers in a Jerusalem restaurant, is that an act of terrorism or wartime retaliation against Israeli government policies and army actions? Competing arguments are made…”

The language used attempts to paint a moral equivalence between terrorism and Israeli self-defense.

 

As mentioned earlier, the Arabs launched three wars against Israel.  When the Arabs occupied Jerusalem, they refused to allow the Jews to visit their most Holy places: The Wailing Wall and the Temple Mount. There is no mention in this textbook that it was the Arab states that started the fighting by attacking Israel immediately after it declared statehood. None of the Arab states accepted the right of Israel to exist following the establishment of Israel by the United Nations in 1948. On the day that Israel declared its independence (May 15, 1948), Azzam Pasha, Secretary General of the Arab League, at a Cairo press conference (reported in the New York Times, May 16) declared “jihad,” a holy war, against Israel. He said that the Arab states rejected partition and intended to set up a “United State of Palestine.” The leader of Transjordan stated, “This will be a war of extermination and a momentous massacre which will be spoken of like the Mongolian massacres and the Crusades.”[14]

 

Since the Arab states lost all three of the wars of aggression against Israel, they decided to use terror against innocent men, women and children whenever they could harm them. The textbook content avoids any discussion about the Islamic Jihadist nature of the vast majority of 20th century terrorism. It understates the scope of the killing when it says, “These terrorists were willing to use any type of weapon to kill their enemy.” In fact, the Islamic Jihadists killed far more than their enemy – they murdered innocent men, women and children worldwide so they could make a political statement. The 9/11 Commission’s Executive Summary states that the enemy is “Islamic Jihad” and refers to Islam over 18 times.[15]  9/11 attacks resulted in the death of over 3000 innocent civilians.

 

In the extreme violence of the Intifada declared against Israel by the Palestinian Authority in 1987, Palestinians murdered 1100 of their own people and 164 Israelis. The PLO, responsible for much of the Intifada violence, accused 1100 Palestinians of Israeli collaboration, although accusations were unproven. The second Intifada declared in 2000 by the Palestinians followed a visit by Ariel Sharon to the Temple Mount and the holiest of holy sites to the Jewish people, the Temple of Solomon. Over 5000 died. Since then, hundreds of acts of Islamist terror have been executed worldwide.

 

Summary

 

  • The Arab Muslims waged three wars against Israel and lost each one.

 

  • The Israelis fought to defend their lives.

 

  • The Arab Muslims decided to wage a war of terror against defenseless men, women and children out of their hatred and frustration.

 

  • There is no justification or moral equivalence for the use of terrorism as an answer to Israeli self-defense.

 

 

 

 

Page 262

“Bin Laden issued a declaration of war against the United States in 1996 because of U.S. support for Saudi Arabia and Israel. In a 1998 fatwa (‘religious decree’), bin Laden argued that Muslims had a duty to wage a holy war against U.S. citizens because the United States was responsible for maintaining the Saud family as rulers of Saudi Arabia and a state of Israel dominated by Jews.”

 

These statements ignore the historical reality of Islamic violence waged against civilized nations all around the globe. Blaming U.S. policies for violent Jihad or terror, camouflage the true nature of Islamic terror. The fact is that Islamist terrorism is global, and a great many Muslims are supportive of terror groups, anti-Western goals and/or oppose America.[16] The majority of Muslims view Christians unfavorably, and over 90% regard Jews unfavorably. Most Muslims in Islamic countries blame the United States and western policies for their economic problems. Importantly, many Islamic countries do not believe that Arabs were responsible for the 9/11 attacks on America. Another Pew study[17] reveals high levels of support for Islamic terrorist groups Hamas and Hezbollah.

 

The passage fails to explain that Islamic terrorism is a worldwide event, or that Jihad exists in Africa (e.g. Algeria, Nigeria, Sudan, Egypt), the Middle East (e.g. Gaza, West Bank, Lebanon, Israel, Syria, Iraq, Iran, the Caucasus), and Asia (e.g. Pakistan, Afghanistan, Kashmir, Indonesia), the Balkans, Europe, and the United States.

 

 

Summary

 

  •   This passage minimizes the role of Islam in global terror, yet Islamist Jihadism is generally recognized as the central force behind worldwide terrorism.

 

  •   U.S. policies are not the primary causes of Islamist Jihadism – lack of liberty and repressive Islamic governments may be a greater determinant.

 

  •   Terrorism is often used against any person or government that does not submit to the goals of radical Islamists.

 

 



[1] Nicene Creed adopted at the Council of Nicea 325 AD

[2] Holy Land Foundation vs The United States 2008

[3] Cairo Museum

[4] Herodotus’ description of the East Mediterranean Coast, Anson Rainey Bulletin of the American Schools of       Oriental Research, No. 321 (Feb. 2001) pp. 57-63

[5] Kimche, Jon and David (1960) A Clash of Destinies, The Arab-Jewish War and the Founding of the State of Israel.          Fredrick A. Praeger

[6] Pollack, Kenneth, Arabs at War: Military Effectiveness 1948-1991, University of Nebraska Press (2002) p.29

[7] Collaborators, One year Al-Aqsa Intifada, The Palestinian Human Rights Monitoring Group. October 2001.

[8] The Holy Bible, Books of Genesis, Deuteronomy, Joshua

[9] The Bible and Archaeology, Kenyon, Frederick G. Harper & Row. New York, 1940

[10] Making of the Modern Near East 1792-1923, Yapp, M.E. Harlow, England

[11] The Holy Bible 11 Chronicles

[12] Gil 1997, p. 54.

[14] New York Times, May 15, 1948

[15] 9/11 Report Executive Summary

[16] Pew Research, July 21. 2011

[17] Pew Research, December 2, 2010

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American Studies Association Says: “Support Palestinians, Boycott Israel”


Curtis Marez President of American Studies Association

Curtis Marez President of American Studies Association

By Bill Korach www.thereportcard.org

The American Studies Association is the nation’s oldest and largest association devoted to the interdisciplinary study of American culture and history. This influential and very far left group have decided that democratic Israel deserves a US boycott, while the terrorist Palestinians deserve support and encouragement. Four of the six members of the executive committee signed a 2009 letter to President Obama that described Israel’s treatment of the Palestinians as “one of the most massive ethnocidal atrocities of modern times” and declared that a one-state solution, which would mean the end of Israel as a Jewish state, is “almost certainly” the only road to peace.

The hypocrisy of supporting the Palestinians who practically invented terror against women and children and who teach their children to be suicide bombers, while condemning Israel where Muslim, Jew and Christian live together in peace is truly breath-taking.

Not all of the membership supported this action by President Curtis Marez. According Jonathan Marks, professor of politics at Ursinus College said in yesterdays Wall Street Journal:

“Evidently, while the rest of us scholars were teaching classes and conducting research, some other professor-activists were figuring out how to take over the American Studies Association. Well, hats off to them. They succeeded.

Make no mistake: Supporting the U.S. boycott campaign is not merely a way of criticizing Israel or expressing solidarity with Palestinians. The campaign calls for boycotting “Palestinian/Arab-Israeli collaborative research projects or events.” In other words, it actively discourages opportunities for cooperation and mutual understanding. And while the campaign does not condone a blacklist of Israeli academics, it does warn that “all academic exchanges with Israeli academics do have the effect of normalizing Israel and its politics of occupation and apartheid.”

It is heartening that eight past presidents of the American Studies Association, along with more than 50 other members, signed a letter calling the resolution “discrimination pure and simple.” But the association’s current president, Curtis Marez, refused repeated requests from opponents of the boycott to communicate their arguments to the membership. Instead, the ASA’s national council posted a 1,200-word manifesto in favor of the resolution on its website.

 

The ASA’s Facebook administrators made the concession to welcome posts from “all sides” hours after the online magazine InsideHigherEd, widely read among academics, published a blistering piece by Henry Reichman of the American Association of University Professors decrying the “one-sided and disingenuous presentations sadly offered on ASA’s website.” The same day, InsideHigherEd reported on another letter, signed by the eight former association presidents, exposing how the “membership vote [was] being undertaken with only one side of a complex question presented.”

What’s remarkable is that supporters of the boycott thought they needed to rig the game in an organization that has long had a powerful radical left-wing. Over a decade ago, the sociologist Alan Wolfe wrote about the rise of a cohort of American Studies scholars who had “developed a hatred for America so visceral that it [made] one wonder why they [bothered] studying America at all.” There is good reason to think that the resolution would have won without the leadership stacking the deck. By doing so, boycott supporters have thoroughly discredited their victory.

True scholars, unlike activists, are for the most part not joiners. But if we—myself included—do not join together to save our professional associations from anti-Israel activists, we will bear part of the blame for erasing the line between scholarly work and propaganda.”

We point out that anti-Israel, anti-American academic activists have a tremendous influence on what gets taught in K-12. These people may be in the numerical minority, but they have succeeded in controlling the megaphone. As a result, our children are being fed a steady stream of indoctrination and propaganda. Professor Marks is correct, if more people don’t stand up to the radical “blame America and Israel first” crowd, academic freedom, and all of our freedom will be a distant memory.

 

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Miami Dade School Board Removes Islam-Biased Textbooks


Dr. William Saxton, Citizens for National Security

Dr. William Saxton, Citizens for National Security

By Bill Korach www.thereportcard.org

Dr. William Saxton, President of Citizens for National Security (CFNS) told The Report Card that the Miami-Dade (Florida) County Public School District – fourth largest school district in the United States! – has opted to remove all Islam-biased K-12 history and geography textbooks from its classrooms.
CFNS is an organization headquartered in Boca Raton formed for the purpose of fighting Islamic indoctrination of America’s institutions. CFNS issued a well researched and documented teacher’s guide to 25 Islam-Biased textbooks in Florida schools. The evidence in the report was used to convince the Miami-Dade School district to eliminate those textbooks.

Dr. Saxton said:

“Over two years ago, CFNS first met with District curriculum and instruction officials at School Board headquarters in Miami to make the case for replacing these Islam-flawed textbooks. We presented, and followed up with, documented evidence of errors, omissions and bias favorable to Islam at the expense of Christianity and Judaism. Over time, there was an exchange of telephone calls and e-mails relevant to our concerns, and a promise that our request would be reviewed.

At the end of the day – WE WON!”

 

In its recent adoption of textbooks for the current five-year cycle, none of the seven Islam-biased textbooks CFNS objected to were on the list.

 

The Islam-Biased textbooks removed from the Miami-Dade include:

 

The Americans, Holt McDougal

The Earth and Its People, a Global History, Holt McDougal

The World and its People, Glencoe McGraw Hill

World Cultures: A Global Mosaic, Prentice Hall Pearson

World History, Glencoe McGraw Hill

World History: Patterns of Interaction, McDougal Little

World Geography Today, Holt McDougal

 

 

Dr. Saxton states:

 

“Among the lessons to be learned from this great success:
It sometimes takes a long time to reverse the use of faulty textbooks from a school system, so you have to be patient; and, perseverance pays off.”

 

Dr. Saxton urges parents and concerned citizens to go to the CFNS website https://cfns.us and download a free copy of the full report. If your school has any of these materials, you should ask your school board to remove them.

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Pearson and Common Core: The Unholy Alliance


 

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By Bill Korach www.thereportcard.org

Pearson is much more than a publishing company. They are in the business of shaping education and education policy from front to back in both America and the UK. Pearson textbooks such as “World History” have been cited as biased toward Islam by Act for America and Citizens for National Security (CFNS). The School District of Palm Beach County forced Pearson to revise “World History” so egregious was the bias in the 2013 edition. In a letter to CFNS Chairman Dr. Bill Saxton, William Purtell, Manager of Instructional Materials for Palm Beach County Schools states: “The school district agreed to hold off purchase of “World History” until a revised copy could be printed and delivered.”

 

Pearson was able land a $21 Million sole source contract with the School District of Huntsville, AL to supply their testing, “consultants,” IT platform, and 100% of content. Pearson is a major player in the national implementation of Common Core in the United States. Pearson is tasked with implementation of the PARCC testing convention that is now on hold in Florida. It seems that Pearson is also being investigated in the UK where they are headquartered. Pearson is also a key funder of Common Core initiatives in the US to the extent that they have been investigated for influence peddling in New York.

 

 

 

The Guardian, has this to say about Pearson in the US and the UK:

 

How great an influence over education policymaking can and should a private organisation have? That is the question being asked by some, as a debate growing increasingly acrimonious in the U.S. seems poised to cross the Atlantic.

Pearson, the giant London-based multinational, is the world’s largest education firm as well as running Penguin books and the Financial Times. Attention is now focusing on its seemingly ever-growing influence on English school life.

Pearson’s level of involvement in state education in the U.S., particularly through testing, has become high-profile in recent weeks. Last month, hundreds of parents reportedly protested outside the firm’s New York offices, unhappy at the company’s $35m (£22m) contract to provide controversial high-stakes tests for the city’s schools. A statement from the group ParentVoicesNY said the protest was about “the excessive power and influence the billion-dollar, for-profit company, Pearson, has over [New York City's] education department.”

on’s core education publishing business includes, in this country, the brands of Heinemann, Longman, BBC Active and the Edexcel publishing label. All sell textbooks and other supporting resources to schools, parents and pupils. Since 2009, Pearson, through Edexcel, has also had a contract to administer the marking of Sats tests for England’s 11-year-olds, grading 3.8 million of them in 2011.

But it is Pearson’s foray into new areas of policymaking and school improvement that is provoking questions about its influence, and about the interaction between the state and the corporate world.

Pearson has also carried out a probe this year into whether the English exam system is promoting “high standards,” which raised concerns about test-driven learning, and which is to be followed up by a five-year “review of education ambition.” The company’s goal in this, it says, is to “reassert Britain’s position as the global leader in education.”

PePearson also reportedly has a five-year contract worth nearly $500m (£318m) to provide tests for schools in Texas, and sets tests across other states including Florida, Kentucky, Arizona, Virginia and Maryland.

In an article on Pearson in the New York Times columnist Gail Collins described testing as a “huge corporate profit-centre”, and seemed to call for a “pushback against education privatisation.”

In the UK, its home country, the company’s influence is less debated, but seems extensive here, too. Pearson’s involvement at the heart of what goes on in English secondary schools, in particular, through its ownership of the Edexcel exam board (purchased in 2003), is widely known. Edexcel is the largest UK exam body by the volume of its sales, with a turnover of £317m in the 14 months to February 2011. It remains the only one of England’s big three school boards to be run for profit.

Pearsarson also runs its own “Pearson Think Tank,” headed by Professor Becky Francis of King’s College, London, who is also serving on the Pearson/RSA academies review. In 2007, it funded the setting up of Oxford University’s centre for educational assessment.

And in the last nine months, the firm has moved into the area of school improvement. The “Pearson school model,” which has been trialled in six secondary schools since September, includes a computer-based curriculum—”the Always Learning Gateway,” named after Pearson’s corporate strapline—in 11 subject areas. The service is currently free to participating schools, but Pearson will be charging a fee when it is sold nationally.

Diane Ravitch, bestselling writer on U.S. education reform, who has blogged about Pearson’s influence in the U.S., says of the company’s English activities: “Pearson is overstepping the bounds of the role of a profit-making business.

“The corporation is acting as a quasi-government agency in several instances, but it is not a quasi-government agency: it is a business that sells products and services. What part of the field of education does Pearson not manage?

“At what point do conflicts of interest arise? Is it acting in the best interests of students, of the nation, or of its own business? These are questions that must be raised and answered.”

Alasdair Smith, national secretary of the Anti Academies Alliance, which is critical of corporate influence in education, says: “This stuff frightens the life out of me. My concern is that business dictates the nature of education, and especially the aims of education, when it should be one voice among others.”

 

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Remembering 9/11


 

Unknown-2 

By Bill Korach www.thereportcard.org

 

Thomas Jefferson is often quoted as saying “Eternal vigilance is the price of liberty.” The quote goes back to 1809, but it is uncertain if Jefferson actually said it. It is most often traced back, ultimately, to John Philpot Curran’s statement, “The condition upon which God hath given liberty to man is eternal vigilance; which condition if he break, servitude is at once the consequence of his crime and the punishment of his guilt.”

 

Following the Constitutional Convention, Benjamin Franklin was asked: “Well, Doctor, what have we got—a Republic or a Monarchy?” Franklin famously: “A Republic, if you can keep it.”

 

Both of these statements imply that it is the responsibility of the citizenry to ensure liberty. We are responsible for teaching our children about our heritage of liberty and American exceptionalism. Yet on the anniversary of 9/11, all too often we hear that in K-12 and in the halls of our colleges and universities history classes treat America with scorn and contempt. It seems that intelligent and reasonable self-criticism that is a First Amendment right, has been replaced by a neurotic hatred of America. One has only to flip through the turgid pages of Howard Zinn’s “A Peoples History of the United States” to note that every page is filled with hate for America. Sadly, millions of copies of Zinn’s book are in K-12 public schools and in Teacher’s Colleges across America.

 

25 Islam Biased textbooks are in schools in the State of Florida alone, not to mention the rest of the country. The Islamic portions of these history texts are written by members of the Muslim Brotherhood. A misplaced sense of fairness has lead some school administrators to invite members of The Council on American Islamic Relations (CAIR) into our schools. CAIR is a terrorist organization and the PR part of Hamas.

 

On 9/10/2001, I departed from Boston on an American Flight to Seattle. I was to have left on 9/11, but my client Boeing wanted be out a day early. My son called and woke me at 6:00 A.M. PST to tell me about the plane crash. When the second plane hit, I was quite sure it was an orchestrated act of terror. My first thought was: “What kind of people do things like this?” I remembered all the times I took my family to the top of the Trade Towers to see the amazing views of Manhattan and all of the boroughs, and the vast sweep of New York Harbor. I still have a plaque from the now closed Brooklyn Navy Yard depicting the Brooklyn Bridge and the Twin Towers in the background. My thought now? Thank God I’m an American. Later I learned that 25 friends from my club in New York, The New York Athletic Club, died in those towers.

 

It is important that we remember the words of our Founding Fathers, and that those words are taught to our children and our children’s children. We are a country committed to free speech, but never crass propaganda and indoctrination targeted at our students. So let us remember 9/11 and honor the memories of 9/11, those who died in Benghazi, and our military who keep us free, And let us resolve to ensure our children are taught America’s heritage of liberty in our public schools.

 

 

 

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Brevard School Board: Pearson World History Biased, Unsuitable for Classroom Use


 

Dr. William Saxton, Citizens for National Security

Dr. William Saxton, Citizens for National Security

 

By Bill Korach www.thereportcard.org

 

 

Dr. William Saxton Chairman of watchdog group Citizens for National Security (CFNS), a Boca Raton, Florida  based watchdog organization stated that the Brevard Florida School Board has independently confirmed CFNS’s finding that the Pearson textbook, World History is flawed and Islam-biased. At its August 13 meeting, all five Board Members unanimously agreed that the textbook is unsuitable for the classroom.

Agreed that this textbook is unsuitable for our children as is, validating what CFNS concluded over three years ago. One example of the textbook’s bias and failure to meet educational standards: World History used 3 paragraphs to describe the origins of Judaism, 4 paragraphs to describe Christianity and 32 pages to gush over the beneficent growth of Islam.

 

Working with school officials, the Board will create supplemental materials that correct the book’s content, and be used by teachers in the classrooms. In April CFNS convinced the Palm Beach County School Board to take action against Pearson.

As a result of CFNS efforts – and for the first time as far as anyone related to these K-12 textbook issues knows – a major publisher, Pearson Prentice Hall, had to correct the content of an already printed flawed textbook that it intended to sell to a huge school district in Florida, and reprint it, before it could be purchased.

 

The new 2013 high-school history book, “World History,” was slated for delivery to Palm Beach County (PBC) students for use at the beginning of the current school year. After documenting its pro-Muslim slant many months earlier, CFNS participated in a marathon meeting with PBC curriculum specialists and a Pearson representative to delineate our concerns and recommend corrections. Following that, I personally testified about the book’s bias before the PBC School Board. After further review, the Board concurred with the CFNS position, and determined that much of the textbook’s contentious language be revised, consistent with CFNS’s recommendations, as a condition for purchase.

 

Because the textbook had to be reprinted, students didn’t have a world history text until well into last fall. Clearly, their wait to get one with correct information was worth it!

 

Palm Beach County is the 11th largest school district in the country. Getting the agenda-driven content removed was undoubtedly a huge win. Of even greater significance, however, is the precedent that CFNS has now established for others in Florida, and nationwide, for dealing with these tainted textbooks.

 

CFNS had previously spearheaded the rejection of another egregious textbook in PBC, “World History: Patterns of Interaction,” published by Houghton-Mifflin. And we were a major player in correcting the content of a similarly flawed McGraw-Hill geography textbook, “World Geography and Cultures,” intended for the district.

 

The information about World History was shared with administration officials of St. Johns County where the textbook is still in used, but as of today, no action has been taken by the School District to remove the now notorious textbook.

 

 

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Fox News: Pearson “World History” Textbook Pro-Islam, Anti-Jewish and Christian


 

Islam-Biased Textbook From Pearson

Islam-Biased Textbook From Pearson

 

(Editor: World History, published by Pearson, Prentice Hall gained was criticized in The Citizens for National Security (CFNS) 2012 report as one of 25 Florida textbooks to contain egregious examples of pro-Islamic, anti-Christian, anti-Jewish bias. The Report Card www.thereportcard.org has written several articles about Islamic bias in public school textbook. The Palm Beach County School District forced Pearson to re-write the sections under discussion. Other Florida Counties, like Clay, St. Johns and Brevard continue to use World History. Versions of World History are widely used throughout the United States. Last night, Fox News Todd Starnes reported the story. The full CFNS report co-authored by William Korach and Dr. William Saxton is available at no cost at www.cfns.us )

 

By Todd Starnes

A world history book used in an Advanced Placement class is under review by a Florida school board over allegations it favors Islam at the expense of Christianity and Judaism.

State Rep. Ritch Workman told Fox News the Prentice World History textbook rewrites Islamic history and presents a biased version of the Muslim faith.

“The book has a 36-page chapter on Islam but no chapters on Christianity or Judaism,” Workman said. “It’s remarkably one-sided.”

The textbook is being used in an Advanced Placement class in Brevard County schools. The book is on a state-approved list and has been used in the school system for the past three years without any complaints.

 

Workman said he received a copy of the book and he said it’s clear the authors “make a very obvious attempt not to insult Islam by reshaping history.”

“If you don’t see it from the eyes of a parent, kids are going to take this book as gospel and believe that Christians and Jews were murderous barbarians and thank God the Muslims came along and the world is great,” he said.

For example, Workman said a reference to Mohammed and his armies taking over Medina states, “people happily accepted Islam as their way of life.”

“It leaves out that tens of thousands of Jews and non-believers were massacred by Mohammed’s armies,” he said. “It’s a blatant deception.”

The book indicates that Jesus proclaimed himself to be the Messiah while stating as fact that Mohammed is a prophet, Workman said. Students are also given lessons on the Koran and the five pillars of Islam. The

“They don’t do that for Christianity,” he said. “That is offensive to me.”

School board member Amy Kneessy told Fox News she has similar concerns.

“Some of the descriptions of the battles use the word ‘massacre’ when it’s a Christian battle and ‘takeover’ when it’s a Muslim battle,” she said. “In young minds, massacre paints a very different visual picture than a takeover or occupation – when in fact both battles were very bloody.”

Kneessy said she’s also concerned that the book devotes an entire chapter to Islam.

“I don’t want revisionist history,” she said. “History is history.”

Pearson, the publisher of the textbook, confirmed there is a chapter titled, “Muslim Civilizations.”

“Pearson and its authors adhere to the highest editorial standards when creating course materials, which undergo a rigorous review process,” Pearson spokeswoman Susan Aspey told Fox News. “A review of the book shows there is balanced attention given to the beliefs of Islam, Judaism and Christianity.”

However, Workman said that statement is “patently unfair and untrue.”

“They hired a Muslim cleric to write the Muslim section,” he said. “The publisher told me.”

Aspey said that’s not correct.

She said “academic experts did review the content, but they did not write it or edit i

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Arizona School To Accept $465,000 Grant From Muslim Brotherhood-Linked Charity


Muslim Brotherhood

Muslim Brotherhood

www.thereportcard.org

According to Tucson News Now, the governing board of the Tucson Unified School District asked the school board to accept a $465,000 curriculum grant from the Qatar Foundation International, a global philanthropic organization with strong ties to the Muslim Brotherhood, the parent organization of the terrorist group Hamas, and behind much of the unrest in the Middle East.

The Muslim Brotherhood has been associated with Islam-biased K-12 textbooks identified by Citizens for National Security(CFNS) and Act for America. The textbooks in the CFNS study contained pro-Islamic misinformation, and material that provided negative misinformation about Israel, Judaism, and Christianity. The Council on American Islamic Relations (CAIR), also connected to Hamas and the Muslim Brotherhood has targeted American schools and other public institutions for indoctrination.

Last January, it launched the Research Center for Islamic Legislation and Ethics under the guidance of Tariq Ramadan, who serves as the center’s director. Ramadan is the grandson of the notorious founder of the Muslim Brotherhood, Hassan al Banna. Ramadan was banned from the U.S. until 2010 when the Obama administration issued him a visa to give a lecture at a New York school. QFI, meanwhile, named several institutions after Yusuf al-Qaradawi, one of the top leaders of the Muslim Brotherhood. Many regard Qaradawi as the de facto spiritual leader of Egypt’s Muslim Brotherhood.

The Anti-Defamation League has called al-Qaradawi a “theologian of terror.”

In his book Flight of the Intellectuals, liberal scholar Paul Berman notes that al-Qaradawi issued a fatwa sanctioning Palestinian suicide attacks two years after Sept. 11 (and another one sagely allowing female suicide bombers to reveal their hair especially for certain suicide missions).

 

The grant money is intended to implement “innovative curricula and teaching materials to be used in any Arabic language classroom,” reports the Arizona Daily Independent.

Two Tucson schools, Safford K-8 Magnet School and Cholla High Magnet School, will be the recipients of the terror-infested cash, according to Tucson News Now.

About 100 students at Cholla High Magnet School are learning Arabic. At Safford K-8 Magnet School, 125 students are learning the language.

Last year’s grant for Arabic language from the Qatar Foundation was $55,000.

A handful of similar programs funded by the Qatar charity exist in other American cities. In 2012, for example, the nonprofit provided $250,000 for a three-year pilot project for Arabic language at P.S. 368 in Harlem, reports DNAinfo New York.

The Qatar Foundation International is the U.S.-based branch of the Qatar Foundation, a generous global philanthropic organization founded in 1995 by Qatar’s ruling emir, Sheikha Hind bint Hamad Al Thani.

Al Thani is also an influential architect of Middle East media mammoth Al Jazeera.

In 2012, the Qatar Foundation launched the Research Center for Islamic Legislation and Ethics in Qatar. The Center’s director is Tariq Ramadan, a prominent Sunni Muslim and the grandson of Hassan al-Banna, founder of the Muslim Brotherhood.

Ramadan had been banned from the United States for several years because he allegedly contributed money to a terror-connected charity, reports The New York Times. However, in 2010 the Obama administration allowed him to apply for a visa so that he could speak on a panel at Cooper Union in Manhattan.

 

 

 

 

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