Saudi Funded Textbooks in U.S. Schools

This is the stuff that cost Rick Perry the presidency. But it doesn’t mean the problem no longer exists: the use of Saudi propaganda material is wide spread, in fact its all over the US of A:

The “myWorld History” program is used in thousands of classrooms nationwide, a spokeswoman said.

From ACT! for America we have this:

School board members respond to textbook report

Report: Public School Textbooks Whitewashing Islam

According to a new report, students are getting a white-washed version of what our enemies believe, and it could have dangerous implications for America’s future.

Sample passages

Some passages taken from “myWorld History: Early Ages” that The Rev. Bruce Leonatti objects to:

• “Religious toleration also helped the Arab Muslim Empire expand.”

• “The Arab Muslim empire was generally tolerant towards Jews and Christians.”

• “As the Arab Muslims build their empire, Islam spread peacefully both inside the empire and to the lands beyond its borders.”

• “Mobs of Christian peasants turned on those Jews who would not convert to Christianity.”

• “Medieval Christians would not tolerate even minor differences in beliefs.”

By  Erick Stakelbeck

More exposed US school textbooks which lie about Christianity and Judaism and promote Islam

Thanks to Vlad Tepes  for making this vid available

Norwin administrators are defending a middle school social studies textbook that a local pastor called “an Islamic Trojan horse” in requesting that the district revise its curriculum involving the religion

PENNSYLVANIA: Norwin School District defends use of anti-Christian, anti-Jewish, pro-Islam history booksvia BNI

A textbook used in seventh-grade history classes at Norwin Middle School lies about the history of Islam and Christianity, according to a local pastor,  Rev. Bruce Leonatti, of Zion Evangelical Lutheran Church. He typed a 17-page report and presented it to the Norwin School District, saying that the book — myWorld History Early Ages — promotes Islam over Christianity and Judiasm, and that it is historically inaccurate.

MSNBC (H/T BNI)  Norwin administrators disagree and believe the textbook neither promotes Islam nor denigrates Christians. Spokesman Jonathan Szish said the district reviewed the book and found it suitable for the classroom. They added that the instruction is presented in an unbiased manner.

WASHINGTON — Through the years, American public schools have taught students that Nazism, communism, and other totalitarian ideologies should be opposed.

But when it comes to the current war with Islamic jihadists, public schools are taking a much different course.

According to a new report, students are getting a white-washed version of what our enemies believe, and it could have dangerous implications for America’s future.

“Norwin isn’t going to have any curriculum or textbook that’s going to be harmful to students,” Kerr said. “We are here in this case to teach about cultures. Part of culture is religion and tradition. We have made every effort to teach comparative religion in a nonbiased, nondevotional way.”

Sugar-coating Islam

For students in America’s middle and high schools, 9/11 is a distant memory. Some were still toddlers when the World Trade Center towers fell.

But if they’re looking for answers in their history textbooks about who attacked the United States and why, they may be disappointed.

One 2003 world geography textbook widely used in public schools gives the following explanation for the 9/11 attacks:

“On September 11, 2001, terrorists hijacked four passenger planes, crashing two of them into New York City’s World Trade Center and the third into the Pentagon. The devastation and loss of so many lives made the United States firmly resolved to rid the world of terrorism.”

Guy Rodgers, a former public school teacher who is now executive director of ACT! for America Education, noted that while the text mentions terrorism or a terrorist attack, it never mentions Islam or that the attackers were Muslim.

“The closest they’ll get to it is they’ll mention al Qaeda,” Rodgers told CBN News. “But they don’t typically define what al Qaeda is or describe it.”

Education or Indoctrination?

ACT! for America Education recently studied 38 textbooks widely used in 6th through 12th grade classrooms nationwide to teach about Islam. They published their findings in a new report called “Education or Indoctrination?”

According to the report, the books contained a sanitized version of some of the most radical aspects of Islam, including the oppressive system known as Sharia law.

“Virtually every school district in America is using one or more of these textbooks-and probably a lot of private schools, too,” Rodgers told CBN News.

One textbook, World History: Patterns of Interaction, reads that Sharia “requires Muslim leaders to extend religious tolerance to Christians and Jews.”

Yet another text taught that Muslims were “extremely tolerant of those they conquered” and “allowed Christians and Jews to keep their churches and synagogues and promised them security.”

Rodgers says such teachings are factually and historically incorrect.

“There’s nothing in Sharia law that requires Muslim leaders to extend tolerance to Christians and Jews,” Rodgers said.

“And this idea that there was full religious freedom granted? Well, let me refer to one Muslim historian – he estimated that some 30,000 Christian churches were destroyed during the first two centuries of jihad after (the Islamic prophet) Mohammed died,” he added.

Islam and Women

Then there’s the treatment of women. One frequently used book stated that the Koran “granted women Koran spiritual and social equality with men” and gave them the right to own and inherit property – a claim Rodgers disputes.

“In the Muslim world, do women enjoy anything approaching what we would call social equality with men? Even in the more moderate Muslim countries, that’s not the case,” Rodgers said.

Most of the books researched for the study were written after 9/11, when accurate information about Islam has never been more crucial for the next generation of American leaders.

Yet Rodgers told CBN News that what American students are learning about jihad — or holy war – in their most formative years is anything but accurate.

He cited a passage from one textbook that calls Jihad “an Islamic term that is often misunderstood,” explaining that it means “to struggle” and “to do one’s best to resist temptation and overcome evil” –acting only in self-defense.

“Islamic armies developed an empire from the Atlantic Ocean on the West all the way to India on the East. They didn’t do it through handing out tracts,” Rodgers.

ACT! for America Education has mailed the textbooks report to over 70,000 state and local school board members nationwide. Rodgers said it’s not only a matter of education but of national security.

“Christians and Jews had full religious freedom” [under the rule of their Muslim conquerors].

World Explorer – Medieval Times to Today, Prentice Hall, 2003, p. 20

Dear Warren,

The quote above is a typical, untrue example of how the history of Islamic jihad and conquest is portrayed as tolerant in the textbooks used in our public schools today.

We have received a number of positive email responses to the report from school board members across the country, and we are getting reports from chapter leaders who are meeting with local and even state school officials. Great work everyone!

Not surprisingly, not every response from school board members has been positive.

One school board member dubbed our report “hate-filled propaganda” and “garbage.” She could have been a spokesperson for CAIR!

When Guy Rodgers, ACT! for America Education Executive Director, asked this school board member to identify one example of propaganda or something that wasn’t factual, the school board member failed to do so. Again, not surprising.

Instead, she then claimed the report was nothing more than “opinions.” When Rodgers pointed out just a few of the many facts that are verifiable in the report, she continued to insist that our report was nothing more than “opinions.”

Once again, not surprising—but troubling. A school board member unable, or unwilling, to distinguish between a fact and an opinion???

If you haven’t yet viewed the full report or Executive Summary, we encourage you to do so by visiting our website HERE.