Dr. William Saxton
Chairman, Citizens for National Security

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:

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

World History contains serious misleading remarks about Sharia law:

Page 308

“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.

Summary

• 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.”

Bill Korach and Fox News’ Catherine Herridge at CFNS Conference

By Bill Korach www.thereportcard.org

Dr. William Saxton, Chairman of Citizens for National Security told The Report Card that as 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. Dr. Saxton earned his doctorate in Applied Physics from Harvard and spent much of his career in the United States Intelligence community. He founded CFNS as a result of concerns that Islamic terror organizations Hamas and the Muslim Brotherhood were spreading misinformation and indoctrinating students in American schools.

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. CFNS documented Islam bias and misinformation in a report co-authored by Dr. Saxton and Report Card Publisher William Korach. That 92-page report, published February 2012 documented Islam-biased errors and misinformation in 25 textbooks in Florida. CFNS participated in a marathon meeting with PBC curriculum specialists and a Pearson representative to delineate their concerns and recommend corrections. Following that, Dr. Saxton 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. But now, at least, the textbook will be accurate.

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. The Report Card has forwarded the results of the Palm Beach County decision to St. Johns and Clay County school districts strongly recommending Pearson “recall” World History in those counties.

As you may recall, 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.

Dr. Saxton states that CFNS is the country’s leader in the struggle to rid K-12 public-school classrooms of Islam-biased textbooks – and getting unequaled results. But Dr. Saxton states: “It’s going to be a long, uphill battle, and we can’t stay in it without financial support.”

By Bill Korach www.thereportcard.org

According to the “Financial Times” a publication owned by Pearson,The Sovereign fund of Libya initially took a 3.27 per cent stake in Pearson. 3.27% is a significant stake in what is the largest educational publishing company in the world. Pearson is a $9 Billion giant that dominates textbooks, testing, teacher evaluation, IT platforms for schools, and may have the largest investment in lobbying of any publishing company operating in the United States. Pearson is also a major supplier to states who have adopted the Common Core Standard.  So why does it matter that Libya may have had or still has a stake in Pearson?

According to a February 2012 study by Citizens for National Security about Muslim Biased textbooks in Florida, four are published by Pearson. Act for America conducted a 2011 study of Muslim-biased textbooks in America and concluded that Pearson published 13 titles where significant Muslim Bias was uncovered. At the time of the stake, Qaddafi was leader in Libya, and promoted his radical brand of Islam. The Arab world, and the Muslim Brotherhood have shown great interest in using education in the United States to indoctrinate American students about Islam. This publication reviewed Pearson’s 2013 World History, a high school level textbook, as an example of strident Islamic Bias. According to Stanley Kurtz in the National Review the Saudis have made strong gains in penetrating American schools:

 How did they (the Saudis) do it? Very carefully…and very cleverly. It turns out that the system of federal subsidies to university programs of Middle East Studies (under Title VI of the Higher Education Act) has been serving as a kind of Trojan horse for Saudi influence over American K-12 education. Federally subsidized Middle East Studies centers are required to pursue public outreach. That entails designing lesson plans and seminars on the Middle East for America’s K-12 teachers. These university-distributed teaching aids slip into the K-12 curriculum without being subject to the normal public vetting processes. Meanwhile, the federal government, which both subsidizes and lends its stamp of approval to these special K-12 course materials on the Middle East, has effectively abandoned oversight of the program that purveys them (Title VI).

Enter the Saudis. By lavishly funding several organizations that design Saudi-friendly English-language K-12 curricula, all that remains is to convince the “outreach coordinators” at prestigious, federally subsidized universities to purvey these materials to America’s teachers. And wouldn’t you know it, outreach coordinators or teacher-trainers at a number of university Middle East Studies centers have themselves been trained by the very same Saudi-funded foundations that design K-12 course materials. These Saudi-friendly folks happily build their outreach efforts around Saudi-financed K-12 curricula.

So let’s review. The United States government gives money — and a federal seal of approval — to a university Middle East Studies center. That center offers a government-approved K-12 Middle East studies curriculum to America’s teachers. But in fact, that curriculum has been bought and paid for by the Saudis, who may even have trained the personnel who operate the university’s outreach program. Meanwhile, the American government is asleep at the wheel.”

Muslim Brotherhood documents seized by the FBI and presented at the Holy Land Foundation Trial in Texas revealed a plan by Muslim Brotherhood and their subsidiary organizations like CAIR to penetrate and indoctrinate American K-12 students.

Would it not follow that a large Libyan stake in Pearson  would tend to influence how textbooks are written? Key Pearson textbook consultants on Islam, Susan Douglass and Shabbir Mansuri have both been connected to the Muslim Brotherhood and voiced strong support of Islamic Madrassah, Islamic schools where hate for Jews and Christians is a daily lesson. The Pearson Libyan connection and others who may own Pearson bear deeper scrutiny.

Pastor Shahram Hadian

By Bill Korach www.thereportcard.org

Sharahm Hadian, an Iranian-born Christian pastor is calling attention to aggressive bullying tactics by the Council on Islamic American Relations (CAIR) against a Concrete, WA Middle School teacher for speaking out against terrorist organizations. Pastor Hadian is no stranger to harsh Sharia law. He was born a Muslim and converted the Christianity. For his faith the mullahs have sentenced him to death should he return to Iran. CAIR is a front organization for HAMAS recognized as a terrorist organization by the United States. The Report Card has reported extensively on aggressive CAIR efforts to indoctrinate children on Islam and to censor any mention of Islamic terror activies in K-12 schools.

According to Pastor Hadian :

“The small town of Concrete, WA and a well-respected teacher are being bullied by a HAMAS front-group, the Council on American Islamic Relations (CAIR). Help us to stand up to this Islamist group bent on infiltrating our schools and communities.  Tonight at 7:30pm I will be presenting with the state chapter leader of Act! for America at a public meeting in Concrete (Skagit County). I will be speaking to the details of this incident and sharing the facts about CAIR’s ties to world wide terror networks.  CAIR is maliciously going after this teacher, despite there being NO evidence of their allegations, and CAIR has even filed a Dept. of Justice civil rights complaint against the teacher and the school district.

According to Pastor Hadian

“Mary Janda, a veteran of 21 years of teaching at Concrete Middle School in Concrete, Washington, is under attack by the Washington affiliate of Hamas-connected CAIR

A student in class objected, saying “My father is a Muslim and these statements aren’t true.” In fact Hamas is a terrorist organization and the Taliban is who we’re fighting in Afghanistan! 

The school district investigated the incident and correctly concluded Ms. Janda did nothing wrong.

According to Act for America

The Muslim father didn’t talk to the teacher to get her side of the story. Had he done so he would have known that Ms. Janda made it clear she wasn’t referring to Muslims or Arabs in general. 

CAIR-Washington didn’t talk to the teacher, either. 

CAIR-Washington saw this as an opportunity to further its faulty, cynical narrative that Muslims across America are regular victims of discrimination and civil rights abuses. 

CAIR-Washington is now alleging there is a “pattern” of discrimination in the school district, demanding extensive information on curriculum, textbooks, and internal correspondence. 

Meanwhile, a veteran teacher with an exemplary record, who stated something that is factual and provable, is under attack—her good name smeared so that CAIR-Washington can advance its political agenda.

By Bill Korach www.thereportcard.org

Pearson LLC is the dominant publisher of K-12 textbooks in the United States is a global giant with 41,000 employees and 2011 revenue of $9 Billion. According to Pearson, 60% of sales come from the U.S. Yet Pearson is a company under a cloud. They have been accused by Citizens for National Security of pro-Islamic bias in their textbooks and use of consultants with affiliation with the Muslim Brotherhood. They have been accused of aggressive restraint of trade by a University of Chicago Laboratory School History Teacher. They are closely linked to The Common Core Standard authors and use their money and influence to control testing, teacher training, technology, and content. The New York Times reported widespread Pearson influence peddling:

Ten school superintendents went on the trip, which cost Pearson $60,000. While the foundation described the visit as a way “to exchange ideas on creating schools for the 21st century,” there was ample time for play. “Everybody’s highlight of Canberra was to get to see the kangaroos,” Ms. Young said on a video produced by the foundation.

Six months later, in Frankfort, Ky., Ms. Young sat on a committee interviewing executives from three companies bidding to run the state’s testing program. While CTB/McGraw-Hill submitted the lowest bid, by $2.5 million, Ms. Young and the other committee members recommended Pearson.

In April, Kentucky’s Education Department approved a $57 million contract with Pearson. And then, over the next six months, the commissioner who oversees that department, Terry Holliday, traveled to both China and Brazil on trips underwritten by-that’s right-the Pearson Foundation.

Pearson’s World History 2013 edition has been accused of pro-Islam bias by Citizens for National Security. Pearson devoted 3 introductory paragraphs to Judaism, 4 paragraphs to Christianity, and 32 PAGES to Islam and the Koran.

Paul Horton, University of Chicago Laboratory School History Teacher, in an open letter to Department of Education Head Arne Duncan makes the case against corporate interests in general and Pearson in particular:

• University educators want students who can write, research, and think: students who are open minded, passionate, and curious. These qualities are snuffed out under the drive for high scores on standardized multiple-choice tests under “No Child Left Behind.”

• Secondary educators want to prepare students for the challenges that they will face at colleges and universities. This is difficult to do when an overemphasis on discrete item standardized testing prevents them from engaging their students in the meaningful work that best prepares them for the next level.

• We know that your office is bombarded with lobbyists from major testing companies, textbook companies, and big donors with big money who seek to shape education reform. State Boards of Education are faced with similar pressures. We feel strongly that big money is far too invested in the current debate, and we are concerned that their influence is determining much of what passes for “reform”. Put your faith in teachers rather than corporate interests to assess reading

Pearson has enormous political clout spending $1.6 Million in lobbying. 94% of Pearson’s political contributions go to Democrats because they tend to dominate teacher’s unions and the educational establishment.

Christel Swasey a retired teacher from Heber, Utah writes:

There’s a fine line between watching a state leader hold multiple roles in business and politics that are a bit too close for comfort, and having a leader hold multiple roles that clearly create unwarranted favoritism.

I don’t know exactly where this line falls.

But I’ve noticed an uncomfortable “two-hats-wearing” pattern with some businesspeople-turned-politicians. And it’s harming the process of proper vetting, voice and vote of “We, the People.” The people’s debate never takes place. The business-side-of-education “experts” rise to positions of political authority and they then make the calls. I am not comfortable with it.

An Indiana example: Todd Huston, a Republican, a nice guy. –But employed by an education-product sales company while also serving in the state legislature in a position that influences decisions about which educational products will be needed, and will be purchased, using state tax dollars.

Huston works for the College Board, whose president financially contributed to his political campaign. In Utah, there’s a similar situation: Senator Aaron Osmond works for Certiport-Pearson which has huge contracts with the state.

The president of the College Board, David Coleman, recently gave Todd Huston a large (his second largest) campaign contribution, of $10,000. Other campaign contributers included Stand for Children, another controversial political group. David Coleman also hired Huston to be Senior Vice President of the College Board.

(Remember: prior to running the College Board, you will recall, Coleman served as chief architect of the ELA portion of the Common Core Standards. Coleman’s now working to alter the SAT to match his creation, the Common Core. Surely Huston has a role to play in that. David Coleman, Todd Huston and others nationwide are influencing governmental education policy despite the fact that they work for educational business companies.

Will we file this information under ”Things that must be exposed and changed” or just “Things that make you go hmmm”?

It’s more than corporate aggression that comes into play. The College Board’s president holds extreme views that many are uncomfortable with.

The College Board president pushes for the minimizing of classic literature and mocks narrative writing– and he doesn’t do it politely.

Both Coleman and Huston are businessmen, setting education policy.

This two-hat wearing circumvents the American process of representative government. We trust our leaders to be objective enough to weigh options openmindedly. Someone whose paycheck comes from an education company can not possibly be objective in making education policy over a state.

We should question the financial and philosophical motivations of our education leaders. How do we know they are doing what is actually right for our children and not harming our educational system irreparably?

Pearson has begun to control the testing market. This affords them revenue, but more importantly, they can now provide materials and curricula to teach to the test. According to United Opt Out:

Pearson has also acquired partnerships with companies to deliver PARCC, SAT testing, GED testing, and was the central player (through Achieve) in the design of the National Common Core Standards. The GED Testing Service, while wholly owned by the American Council for Education, entered into a joint venture with Pearson to transform the GED for some 40 million adult Americans (one in five adults) lacking a high school diploma. This is an entirely new market.

The Report Card has come into possession of a Peason contract between themselves and the city of Huntsville, Alabama to supply content, technology services, teacher training and testing for five years at $4 Million per year. The contract gives Pearson virtual control over education in Huntsville. We are investigating whether there was a competitive bidding process in the contact.

We believe that American K-12 education is too important to be left to the interests of a multinational corporation like Pearson who’s hands may not be clean.

by Bill Korach www.thereportcard.org

Fethulla Gulen

The 135 charter schools associated with the Gulen Movement (GM) enroll more than 45,000 students and comprise the largest charter school network in the United States — all of which are fully funded by American taxpayers. Fethullah Gulen has been under investigation by the government since 2011. Although the GM and the Muslim Brotherhood ( MB) are not known to be linked, the Council on American Islamic Relations (CAIR) is a known terrorist front group that has succeeded in influencing public education in America.

That investigation, carried out by FBI and the Departments of Labor and Education, is centered around charter school employees who are allegedly engaged in kicking back part of their salaries to the Muslim movement also known as Hizmet (service to others), founded by Gulen. Gulen initiated his movement in Izmir, a city on Turkey’s Aegean coast, more than 40 years ago, preaching impassioned sermons to his followers, who may now number as many as six million. In Turkey, the Gulen Movement has been accused of pushing for a hardline Islamic state. In recent years, Turkey has moved for more towards an Islamic State  that is a sharp departure from the secular government in charge for nearly 90 years. Despite this reality, government officials investigating the kickback scheme are apparently satisfied that there is no religious agenda being disseminated in America. Their investigation is centered around the hundreds of Turkish teachers, administrators, and other staffers employed under the H1B visa program, who may or may not be misusing taxpayer money.

Gulen fled Turkey under charges that he was trying to overthrow the secular government  and relocated to the United States where he lives on a 28 acre estate in the Poconos in Pennsylvania.

The Gulen Movement (GM) and Gulen schools are cloaked in secrecy. The three major concerns about the Gulen Schools are that they are operated and staffed by overwhelmingly Turkish emigrants, they may be misusing taxpayer money and that they are illegally promoting Islam to Public School students.

According to Sharon Higgins in a March 27 story Washington Post

 The concerns raised about the charter schools in the GM network have related to questionable admissions practices; the channeling of school funds to close associates; abuse of contractors; participation in biased, GM-created competitions; incidents of bribing; using the schools to generate political connections; science fair projects being done by teachers; unfair hiring and termination practices; and more. Still, authorizers continue to approve charter applications, ill-informed parents continue to use them, and taxpayers keep funding the schools – all without much discussion.

The Gulen Movement originated in Turkey in the late 1960s and has become increasingly powerful. Its members are followers of Fethullah Gulen (b. 1941) a self-exiled Turkish preacher who has been living on a secluded compound in rural Pennsylvania since 1998. Members call themselves hizmet, meaning “volunteer services” movement. The GM conducts four primary activities around the world: a media empire, business organizations, an enormous number of Turkish culture-promoting and interfaith dialog organizations, and a network of schools in over 100 countries, a large portion of which are U.S. charter schools.

Higgens goes on to say that Gulen Schools try to obscure their origins and goals:

 The movement’s secretive nature has been troubling to outsiders, and even “mindboggling” to some who know them well. As one expert stated, “… [the Gulen Movement’s] structure, ambitions, and size remain opaque, making assessment of its impact and power difficult…,” and added, “Fethullahci are often loath to declare themselves openly as such.” Another noted, “…some [Fethullah Gulen Community] members publicly deny affinity or membership with the movement.” And a Turkish observer remarked, “No society would tolerate this big of an organization being this untransparent.” When the GM has been exposed involuntarily or criticized, it has been known to respond with evasive measures or defensive attacks.

Because of our charter school system, the United States is the only country where the Gulen Movement has been able to establish schools which are fully funded with public money. In other countries the movement’s schools are private, supported with tuition and himmet. A researcher explained that himmet is a religious donation collected from members who are assured “…that it goes to a ‘faithful’ cause (e.g., to pay for a student’s scholarship, to provide start-up capital for a new school, to send a group of influential Americans on a two-week trip to Turkey, to sponsor an ‘academic’ conference devoted to Fethullah Gulen, etc).”

A June 6, 2011 investigation by the New York Times also questions the goals and the use of public money by the Gulen Schools.

But an examination by The New York Times of the Harmony Schools in Texas casts light on a different area: the way they spend public money. And it raises questions about whether, ultimately, the schools are using taxpayer dollars to benefit the Gulen movement — by giving business to Gulen followers, or through financial arrangements with local foundations that promote Gulen teachings and Turkish culture.

Harmony Schools officials say they scrupulously avoid teaching about religion, and they deny any official connection to the Gulen movement. The say their goal in starting charter schools — publicly financed schools that operate independently from public school districts — has been to foster educational achievement, especially in science and math, where American students so often falter.

According to Front Page Mag there have been reports of mandatory Islamic studies at the Tarek Ibn Ziyad Academy in Inver Grove, MN even though school officials deny this.

Operators of Gülen-based charter schools stress over and over that their charters hew to state-mandated curriculums. Yet in Inver Grove Heights, MN, a substitute teacher named Amanda Getz claims the Tarek Ibn Ziyad Academy (TIZA) maintained no separation between academics studied during school and Islamic studies afterward. She also claims she was instructed to take students in fours to the bathroom for “ritual washing” before lunch on Fridays (the Muslim holy day), after which, “teachers led the kids into the gym, where a man dressed in white with a white cap” led the students in Muslim prayers. She further revealed that while religious instruction is not part of the “school day,” most students stay after — perhaps because school buses don’t leave until the Islamic studies are over.

With $100 Million spent in taxpayer dollars on Gulen Schools, many questions need to be answered

Shabbir Mansure Council for Islamic Education

By Bill Korach. www.thereportcard.org

“World History,” Florida Edition Prentice Hall Pearson, 2013 is a 1054 page monster used for honors and standard high school level world history. As you would expect, it is chock full of dates and pretty pictures, but it also contains brazen pro-Islam bias. It covers history from early civilizations to modern times. The 2013 edition has removed some of  the aggressive anti-Semitic anti-Christian misinformation present in the 2007 edition because of public concern driven by reports from Citizens for National Security www.cfns.us  and Act for America, but the 2013 edition commits great sins of omission in favor of Islam. Pearson retained Shabbir Mansuri, and Susan Douglass to review and consult on the material. Both of these individuals are associated with the Council for Islamic Education, a front for the Muslim Brotherhood in America. According to Steve Emerson’s www.discoverthenetworks.com site the CIE is the:

• Leading contributor and consultant to publishers of textbooks that include Islamic-related content
• Promotes sanitized, inaccurate information about Islam in K-12 education
• Has associations with the Islamic Saudi Academy, the Council on American-Islamic Relations, and the Islamic Circle of North America, front groups for the anti-Christian, anti American, and anti Israel Muslim Brotherhood

In the past Mansuri has also threatened scholars and public officials who do not sympathize with CIE requests, saying that they will be perceived as racists, reactionaries, and enemies of Islam as reported by journalist Jen Schroder.

Shabbir Mansuri, also founded soundvision.com, whose website www.soundvision.com gives several examples on how to incrementally introduce Islam and adherence to Sharia in America’s education system.

Soundvision.com’s site currently features two prominent Muslim Brotherhood operatives, Ibrahim Hooper, spokesman for the Council on Islamic American relations (CAIR) interviewed by soundvision’s own show (www.radioislam.com), as well as an article featured on their site by Jamal Badawi, on how to interact with non-Muslims.

Susan L. Douglass, an American convert to Islam and the principle researcher and writer for the CIE for many years is a key player in Islamic outreach in American education.

Susan Douglas, has taught social studies at the controversial Islamic Saudi Academy (ISA), an academy which has been cited for using textbooks that condemn Jews and Christians as infidels and enemies of Islam. She has publicly praised Pakistan’s schools that are known to fuel the Taliban and al-Qaida as “proud symbols of learning” among other accolades.

Douglass and Mansuri have minimized the enormous contributions Judaism and Christianity. The section entitled “The Roots of Judaism” is only three paragraphs in length. The introduction of Christianity entitled “The Rise of Christianity” is four paragraphs in length.

On the other hand, the section entitled “The Rise of Islam” is 32 PAGES with many of those pages devoted to rhapsodic praise of Islam. For example, Mansuri described the prophet Muhammed’s early days saying: “Muhammad became known for his honesty in business and was a devoted husband and father.” In fact, Muhammad lead a roving band of thieves to rob caravans and murder their owners to further his ends. Neither is there any mention of Muhammad’s massacre of the Jews of Medina in 627. Both are discussed by Montgomery Watt, in his book. Muhammad: prophet and statesman. Oxford University Press, 1974.

The 32 page section goes on to discuss the Five Pillars of Islam and the Koran. However in the introductions to Judaism and Christianity contain no mention of the Torah or the Bible. Later, the Bible merits a sentence when Martin Luther is discussed. On page 120, the authors state: “Muslims, Christians and Jews worship the same God.” However, many distinguished Jewish and Christian theologians would disagree with this statement. The authors, as if to contradict their own remarks, say that Muslims believe that like Abraham, Moses and Jesus, Muhammad is a prophet. But they say that Muhammad is greater than Abraham, Moses and Jesus.

“World History” contains many other flaws and misstatement, but the comparison between Islam, Judaism and Christianity is the most egregious. “World History” is not suitable for the classroom. You may download a free study “Islam-Biased Content in Florida’s K-12 Textbooks ” at www.cfns.us

Aaron Vaughn, Navy Seal, killed in action in Afghanistan

St. Augustine, FL by Bill Korach. www.thereportcard.org

Combat Veterans spoke out this week calling for President Obama to be fired as Commander-in-Chief. Retired Marine Lt. Colonel Jake Iles, holder of 3 Distinguished Flying Crosses, a Bronze Star, and 20 Air Medals received while flying attack missions in Viet Nam said that Obama has dishonored the office of Commander-in-Chief by misleading Americans and showing weakness to her enemies. Student Michael Reichenberg, who attended the Combat Veterans for Romney event, agreed saying: “More teens should have heard that.” Michael said we need to keep America strong: “It”s our future.”

Karen and Billy Vaughn, parents of Navy Seal Aaron Vaughn, killed in action in Afghanistan said that the Obama administration leaded classified information about the top secret SEAL missions for political advantage. The Vaughns say: “The Obama Administration Painted a target on our son’s back.”

Green Beret, Lt. Col Ron Birchall, Viet Nam and Korea Veteran veteran says: “We can’t make the weak stronger by making the strong weaker.”  and “Appeasement (of our enemies) displays weakness.” He says: “I believe Mitt Romney respects the Constitution that I love, but I am not so sure about the ‘other candidate.’” Tom Waskovich, SOG Team member who operated behind enemy lines says: “49 Medal of Honor winners a pledged to work for Romney.” and “The President needs to man up and tell the truth (about the murder of Americans in Benghazi).”

We agree with Michael Reichenberg that more teens should have the chance to hear the message of these combat veterans.

By Bill Korach. Exclusive to The Report Card. www.thereportcard.org

Dave Gaubatz, Office of Special Investigations

The results of Gaubatz’ investigation should persuade even the most skeptical that CAIR is a terrorist organization with ties even to the President of the United States. We would like to thank Citizens for National Security (CFNS) for making this interview possible and encourage our readers to attend the November 18th CFNS event in Boca Raton where Dave and his team will peak on his remarkable investigation. For more information contact www.cfns.us

Prof. John Esposito Georgetown University

By Bill Korach www.thereportcard.org

These columns have discussed pro-Islam, anti-Christian bias in K-12 textbooks, and the problems of allowing Jihadist organizations like CAIR to lecture our children in our schools. It is important to understand the mindset of those members of the academic community who always seem to blame America first. Well, academe is at it again.

In the wake of the Islamic terrorist attack and murder of American Ambassador Chris Stevens, and Navy Seals Tyrone Woods and Glenn Doherty at U.S. consulate in Benghazi, Libya on Sept. 11, 2012, the seizure of the American embassy in Cairo, Egypt, and the ensuing anti-American protests and riots throughout the Middle East—the Obama Administration spent over a week laying the blame on a You Tube video produced in July. However, it has been confirmed by the Government of Libya and U.S. intelligence agencies that the attack has nothing to do with the video.

The attacked was a pre-planned and coordinated effort by Islamic Jihadists, possibly Al Qaeda.  But you would not know that to listen to so many in the Chablis and Brie world of academe. As self-styled supporters of “academic freedom,” are they rushing to defend First Amendment rights instead of kowtowing to Muslim religious sensibilities? Are they denouncing the prospect of self-censorship rather than pushing YouTube to pull the “offending” video by claiming that it constitutes “hate speech?” Are they standing up for religious freedom or Sharia law-driven prohibitions on blasphemy?

Cinnamon Stillwell has unearthed the academic, knee-jerk approach to first blame America, and/ or Israel, and second to limit the First Amendment rights of Americans.

Let’s take a look at what these “experts” have to say.

On First Amendment rights:

Bruce Lawrence, professor emeritus of religion and member of the Islamic Studies Center’s advisory board, Duke University:

But what about hate speech? Is hate speech not a category that impinges on, and limits, the practice of free speech?

Omid Safi, professor of Islamic studies, University of North Carolina at Chapel Hill:

In reality, pieces like the ‘Innocence of Muslims’ [sic] so-called film are best classified as ‘hate speech,’ as they seem to be of the same genre as anti-Semitic films of the 1930’s or Birth of the [sic] Nation KKK movies.

Tariq Ramadan, professor of contemporary Islamic studies, Oxford University:

[B]ehind the celebration of freedom of speech hides the arrogance of ideologists and well-fed racists who feed off the multiform humiliation of Muslims and to demonstrate the clear ‘superiority’ of their civilisation or the validity of their resistance to the ‘cancer’ of retrograde Islam.

John Brown, adjunct professor of liberal studies, Georgetown University:

Every culture or group of cultures has its own red lines. They might be legal red lines, but they are cultural red lines. There are taboos there are things people cannot say in public. In my experience, you just don’t speak badly of the Prophet Muhammad. It just does not happen.

John Esposito, director of the Prince Alwaleed bin Talal Center for Muslim-Christian Understanding, Georgetown University:

Indeed, it’s important to remember that, for Muslims, Mohammed is the ideal Muslim, as it was. He’s the living Quran. You know, he’s the model, you know. And so to go after him, OK, is to be the ultimate form, you know, the ultimate form of disrespect. It would be the ultimate blasphemy. . . . I think there’s a recognition of the freedom of speech, but you know, you still get into freedom of speech and then what are the consequences of it? . . . And so what you really have is a situation where this belongs to the genre of Islam-aphobia, which is just like [sic] anti-Semitic.

As’ad AbuKhalil, professor of political science, California State University, Stanislaus:

U.S. officials have been really insulting my intelligence all week with talk of the ‘freedom of speech’ that we have here in the U.S. that Muslims don’t understand. . . . They understand that the U.S. government has made it illegal for anyone to express support for Hamas and Hizbullah in the U.S.  Muslim[s] do understand that the U.S. has banned TV channels [Hezbollah’s Al-Manar and Hamas’s Al-Aqsa TV] from the U.S. because they deemed them offensive to Israel. . . . We remember that the Bush administration asked all U.S. news media after Sept. 11 to refrain from airing any Bin Laden tapes.

Omid Safi, professor of Islamic studies, University of North Carolina at Chapel Hill:

Freedom of speech falls alongside other freedoms to live and be free from bombs falling on people’s heads and to be free from occupations . . . I will take free speech comments seriously when others take people’s freedom of life and dignity and to be free from occupation just as seriously.

On why YouTube should pull the video, “Innocence of Muslims”:

Hatem Bazian, Near Eastern studies senior lecturer, University of California, Berkeley:

Take the ethical high ground and say, ‘yes, I understand that I have the legal right to do it. But ethically, I need to actually say no to it, because it does not represent the best of our values.’ I would say even to put it in the recycling bin would be an insult to the recycling bin.

John Brown, adjunct professor of liberal studies, Georgetown University:

This movie reached new depths . . . I find it difficult that the most insulting thing ever made about the Prophet Muhammad in the history of Western civilization, as far as I know, doesn’t violate usage [Youtube usage] policy.

On blaming America, and Israel, and the West:


Stephen Zunes, professor of politics and international studies and director of the Middle East studies program, University of San Francisco:

It is extremely unlikely that such vitriolic anti-American protests would have taken place were it not for decades of U.S. support, during both Republican and Democratic administrations, of allied dictatorships and the Israeli occupation, not to mention the invasion and occupation of Iraq and the ongoing military strikes in Afghanistan, Pakistan, and Yemen.

John Esposito, director of the Prince Alwaleed bin Talal Center for Muslim-Christian Understanding, Georgetown University:

The terrorist attack on the US consulate in Benghazi that killed Ambassador Christopher Stevens and three embassy staff, and the Cairo riots seem similar but share in common the incitement and exploitation of popular outrage among many Muslims, as we have witnessed during the Salman Rushdie and Danish cartoons affairs. They exploit deep seated popular anti-American sentiment, based on decades of resentment over US and European foreign policies in the Middle East.

Juan Cole, Richard P. Mitchell Collegiate Professor of History, University of Michigan:

The touchiness of Muslims about assaults on the Prophet Muhammad is in part rooted in centuries of Western colonialism and neo-colonialism during which their religion was routinely denounced as barbaric by the people ruling and lording it over them.

Mark LeVine, professor of history, University of California, Irvine:

Muslims in Egypt, Libya and around the world equally look at American actions, from sanctions against and then an invasion of Iraq that killed hundreds of thousands of Iraqis and sent the country back to the Stone Age, to unflinching support for Israel and all the Arab authoritarian regimes (secular and royal alike) and drone strikes that always seem to kill unintended civilians ‘by mistake,’ and wonder with equal bewilderment how ‘we’ can be so barbaric and uncivilized.

Hamid Dabashi, Hagop Kevorkian Professor of Iranian Studies and Comparative Literature, Columbia University:

Sam Bacile [the pseudonym for the alleged filmmaker, Nakoula Basseley Nakoula] is integral to a pattern, an Islamophobic streak of racism that runs deep into American culture.

Juan Cole, Richard P. Mitchell Collegiate Professor of History, University of Michigan:

From the 9/11 attacks to the embassy burnings of this past week, the U.S. pays the price for supporting the subjection of the Palestinians in widespread hatred for it from the Muslim world.

On downplaying the violent reaction of the Muslim world:

Dalia Mogahed, Executive Director of the Gallup Center for Muslim Studies, co-author, with Georgetown University’s John Esposito, of Who Speaks for Islam?: What a Billion Muslims Really Think, and nonresident senior public policy scholar at the American University of Beirut:

So I think it would just be too much of a generalization to say Muslims react violently when they’re offended, whereas everyone else reacts peacefully. I think that riots and protests turn violent all over the world.

Also:

The other thing to keep in mind is that, sometimes, when there are offensive materials here in this country, people do protest against them and I think that that’s also part of freedom of speech that we have to look at and respect.

Juan Cole, Richard P. Mitchell Collegiate Professor of History, University of Michigan:

[D]efending the Prophet and defending the post-colonial nation are for the most part indistinguishable, and being touchy over slights to national identity (and yes, Muslimness is a kind of national identity in today’s world) is hardly confined to Muslims.

Bruce Lawrence, emeritus professor of religion and member of the Islamic Studies Center’s advisory board, Duke University:

Should Muslim sensitivities be viewed any differently from their Jewish or Christian counterparts? Muslims do monitor their prophet. His legacy has been challenged within Islam at many levels, but his basic character has not been besmirched with the degree of ill will, bordering on savagery, that has been seen in the past 12 years.

Whether it be John Esposito toeing the line of his Wahhabi funders; Omid Safi engaging in irresponsible, inflammatory rhetoric; Stephen Zunes blaming the U.S. and Israel for all that’s wrong with the world; Dalia Mogahed whitewashing Islamism; As’ad AbuKhalil justifying violence; Mark LeVine exhibiting contempt for America; or Juan Cole displaying the same disregard for the First Amendment he showed when he called for the U.S. government to shut down Fox News these are the ideologues to whom the Western media turns for insight into the Middle East. These are the same people, with the same anti-America intellectual bias that are poisoning American students at all levels of education.