There is an agenda withing Common Core to bring Islam into our schools. What better way to change the culture than to indoctrinate our children and young people. We have seen this done in Islamic countries where they have used the Madrases (Islamic Schools) to change their societies.
One of the problems with having a national Department of Education is the ease with which the things can be introduced into our schools. It used to be that to do this you had to go state by state and district by district. With the Department of Education there is one place to go to do the job.
We know that Saudi Arabia has put a lot of money into this indoctrination. They own textbook companies and are involved with student associations, etc.
Common Core is the tool being used to indoctrinate our young people. It used to be that each state and each district had control over what was taught. With Common Core the federal government is attempting to put one standard for all schools controlled by the government. If the states don’t implement Common Core they are threatened with the loss of federal funding.
Our government is supposed to be a bottom up system where the people control the government. It is now where if you can infiltrate the top, the White House, the State Department, the Department of Education, etc., you can control the whole country. This is what is being done with Common Core.
When it comes to Christianity there is a big stink if you just mention it or anything about it in our schools. It is not the same with Islam. It is being brought into our schools through things like Common Core, as we will see in a moment, and there is very little, if any squawk from groups like the ACLU.
Here is what our First Amendment says:
Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press; or the right of the people peaceably to assemble, and to petition the Government for a redress of grievances.
This has been interpreted, incorrectly I might add, to mean that no public money or any other support can go to the promotion, or even the mention, of religion in any organization that has anything do do with the government. With what we will see, it seems like by religion they only mean Christianity. It seems like they can spend what ever money they want to promote Islam.
The original intent of the First Amendment was not to separate church and state, it was to protect the church from the state. Sadly lawyers are trained to redefine words to make them say what they want them to say. As a result the Amendment has been changed to protect the state from the influence of the church.
They gave now kicked prayer, the Bible, creationism, and anything to do with Christianity out of our schools. As if this was not enough, they have tried to change our history to say that Christianity had on influence on the founding of our nation. It is not hard to see the result of this in the degradation of our nation.
Let’s look at how they are allowing Islam to enter the curriculum. What follows comes from one of the textbooks used in Common Core. The information I will share comes from a book which is available on line at http://media.graytvinc.com/documents/Workbook+Section.pdf. It is a textbook by Holt, Rinehart, and Winston for high school seniors. It is a vocabulary workshop for English, lesson 16.
This was brought to light by the parents of a student who goes to Central High School in Farmville, NC. Fortunately these parents were paying attention to what their son was being taught.
This is a lesson on building vocabulary. The context deals with the Islamic civilization from 600 to 1300 AD. It gives the story of Muhammad and the rise of Islam. They are indoctrinating our teenagers concerning Islam. My question is can the schools produce any material that does the same thing about Christianity and Jesus Christ? Why is it that Islam finds its way into our textbooks in America and Christianity does not get the same treatment? I don’t understand this.
In the Middle East, in the seventh century a.d., the Arabs developed a dynamic culture that overshadowed that of Europe until the twelfth century. At the center of Arabic culture was the religion of Islam. The founder of this religion was Muhammad 570-632), a spiritual, military, and political leader. He began uniting his followers, known as Muslims, under one faith. Muhammad’s successors expanded Islam across North Africa to Europe in the west and to Asia in the east.
There are some real problems with this. The first is the lie that Arabic culture overshadowed Europe until the 12th century, The truth is that very few of the people in the Arabic culture could read or write, Muhammad included. There were no books written in Arabic until the writing of the Qur’an. How can it be suggested that the Middle Eastern culture, and especially the Arabic culture was greater that that of Europe.
Secondly it talks about the religion of Muhammad being central to this culture. This is a true statement, but it means that to teach Arabic culture you will have to teach Islam.
It is good that they actually say the Muhammad was more than just a religious leader. The fact is that Muhammad was building an empire. He brought the Arab people together under one leader and his successors spread Islam across North Africa and into southern Europe. They did this using the sword to conquer nations and to force people to convert to Islam or die. This last part is conveniently left out.
The lesson paints Muhammad with a colorful brush but conveniently leave out important points. They don’t mention jihad, they don’t mention his sex with children, and other atrocities committed by Muhammad and his followers.
We have see the same bias in textbooks before Common Core. They get away with doing this because they present it under they guise of culture rather than religion.
They leave out important facts and misrepresent things. As early as the 8th century Muslims were spilling the blood of millions of Europeans. Had it not been for the battle of Poitiers in 732 they would have continued the conquest of Europe by the sword. Where is this part of history in their presentation of Islam? Islam advanced its cause in a bloody rampage across the Middle East, Asia, North Africa, and into Europe. The bias toward Islam is obvious by their ignoring some of the most important facts about the expansion of Islam.
The lesson then gives a list of words to expand their vocabulary. They use the words in sentences to help the students to understand them. Let’s look at the example of the word “astute.”
It is entirely possible that Muhammad was and astute, or shrewd, merchant, but at about the age of forty, he gave up his career as a merchant and became a religious hermit.
Through the example sentences like this one they start to introduce Islam to the students. While it is true that Muhammad spent 30 days in a cave, he did not become a hermit. Muhammad or Islam is used in everyone of the example sentences.
This is supposed to be an English vocabulary class. Why is it being used to introduce Islam to the students?
Where is the ACLU? If they had a chapter on the life of Christ, the tenants of Christianity, or the culture of Christianity they would be all over it in an instant.
Why are they using an English vocabulary to teach the religious aspects of Islam? It is to indoctrinate our young people and try to erase the negative truths concerning Islam’s past. They want them to believe that what we are seeing today is not true Islam. If they were to tell the truth about Islamic history we would see that what we are seeing is true Islam because they are just following the example of their Prophet.
In one case in Washington State a student had been studying Islam for five weeks in his social studies class. The parent went to the school and asked to see the curriculum for the class and wanted to know why there were spending so much time studying Islam. The school district refused to let the parent see the textbook until they were threatened by a law suit.
In a textbook called “History Alive, The Medieval World and Beyond,” an entire “unit” was dedicated to “Islam in Medieval Times.” In this “unit,” one of the chapters focused on “From the Crusades to New Muslim Empires.” In this chapter, there were approximately three pages dedicated to Christianity (most of which painted Christianity in a bad light and presented the Crusades as an act of Christian aggression) and barely any focus towards Judaism. Meanwhile, Islam was painted as the defender against the aggression of the Crusaders. The entire “unit” spent seven chapters on Islam– more chapters than dedicated to any other religion by far. You read correctly, seven chapters on Islam!
For more information on textbook bias see Shahram’s website.
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