Posts filed under ‘Education’

The Mosque, a State Within a State

THE MUSLIM MOSQUE: A STATE WITHIN A STATE

by Vijay Kumar

THE KABAH IN MECCA WAS NOT BUILT AS AN ISLAMIC MOSQUE. It was an ancient temple that had been shared by polytheists, Christians, Jews, and Hindus, honoring 360 different deities. In 630 A.D. the Kabah was captured by Islam in its military invasion and conquest of Mecca.

On the day of its capture, Mohammed delivered an address at the Kabah in military dress and helmet, according to Ayatullah Ja’far Subhani in his book, “The Message”:

“Bear in mind that every claim of privilege, whether that of blood or property is abolished . . . I reject all claims relating to life and property and all imaginary honors of the past, and declare them to be baseless . . . A Muslim is the brother of another Muslim and all the Muslims are brothers of one another and constitute one hand as against the non-Muslims. The blood of every one of them is equal to that of others and even the smallest among them can make a promise on behalf of others.” —Mohammed

Mohammed’s address at the Kabah overthrew the Meccan government and declared all of Islam, anywhere in the world, to be a political and military state against all non-Muslims, regardless of the non-Muslims’ political, geographical, or national origins.

“If anyone desires a religion other than Islam (submission to Allah), never will it be accepted of him.” —Koran 3:85

Although the rightful owners of the Kabah are the many religions that shared it before the Islamic military conquest of Mecca, according to Subhani the Kabah today is under the control of a hereditary regime going back to Mohammed: “currently the 12th Imam from the direct descent of the Prophet of Islam is the real protector, its custodian and guardian.”

All Islamic mosques everywhere in the world are required to have a clear visible indication pointing in the direction of Mecca and the Kabah, where the international political and military state of Islam was founded. In most mosques there is a niche in the wall—the mihrab—that points toward the seat of Islamic power. Each mosque, like the Kabah, is governed by an Imam in compliance with the political documents of Islam.

Mosques and the Political Documents of Islam

The Koran is the supreme political document of Islam—its political manifesto and political constitution. It is the only constitution of the nation-state Saudi Arabia, which is the home of Mecca and the Kabah, where all mosques point, and is the birthplace of Islam.

The Koran is a totalitarian constitution. It demands submission by anyone within its jurisdiction. The Koran governs all mosques everywhere in the world.

As a political document, the Koran asserts that everyone in the world is within its jurisdiction. So far, Islam has not been able to enforce that totalitarian claim on the entire world, but has managed to do so through threat, infiltration, violence, terrorism, and coercion on roughly 20% of the world. It is engaged in a 1400-year-long Universal Jihad to dominate the rest of the world. All mosques are its outpost headquarters.

Central to the Koran’s political mandates is prohibition of religious freedom and religious tolerance, along with denouncements of religions such as Christianity and Judaism.

“O ye who believe! take not the Jews and the Christians for your friends and protectors: They are but friends and protectors to each other. And he amongst you that turns to them (for friendship) is of them.” —Koran 5:51

“Fight and slay the Pagans wherever ye find them, and seize them, beleaguer them, and lie in wait for them in every stratagem (of war)” —Koran 9:5

All mosque leaders must be loyal to and supportive of these political and militaristic mandates.

The Koran as a political document also forbids separation of church and state. That is why every Islamic nation, where Islamic leaders have managed to gain power, is a theocracy, ruled by the Koran and Islamic Sharia law.

The Hadith (reported sayings and acts of Mohammed) and the Sira (the official biographies of Mohammed) are the other political documents that, along with the Koran, constitute the basis for Islam’s Sharia law.

“There is only one law which ought to be followed, and that is the Sharia.” —Syed Qutb

Sharia law is administered by Islamic Imams who interpret the law and hand down rulings in their sole discretion. Sharia law does not allow trial by jury. Sharia law also mandates a double standard of laws for Muslims (believers) and infidels (non-believers). Sharia law mandates a discriminatory tax, called jizya, on non-Islamic religions and nations:

“Fight those who believe not in Allah…until they pay the jizya with willing submission, and feel themselves subdued.” —Koran 9:29

Sharia law also mandates discrimination toward women, and forbids any criticism of Islam or its founder, stifling freedom of speech.

Sharia law also mandates that all men are slaves with no right to freedom of religion:

“Allah’s right on His slaves is that they should worship Him (Alone) and should not worship any besides Him.” —Mohammed, Sahih Bukhari 4:52:108, Narrated Mu’adh

Sharia law does not allow for separation of church and state. Sharia regards church and state as one inseparable entity governing every aspect of individual and social life, both spiritual and secular. That is why all Islamic nations are theocracies.

In short, Sharia law stands in direct opposition to the American Constitution and Bill of Rights. The implementation of Sharia law demands the overthrow of the American Constitution and our form of government and system of laws. Mosque leaders, in every nation in the world, are loyal to the Koran, the Hadith, the Sira, and consider them divine law, and therefore supreme over all manmade laws.

Other political and military documents of Islam include treaties of Mohammed, which are held in reverence by Islam as models of conduct in relations between nations.

“Ye have indeed in the Messenger of Allah [Mohammed] a beautiful pattern (of conduct) for anyone whose hope is in Allah.” —Koran 33:21

“War is deceit.” —Mohammed, Sahih Bukhari 4:52:268, Narrated Abu Hurarira

In one treaty proposal, to Jaifer and Abd, Mohammed wrote:

“If you two accept Islam, your country will, as usual, remain with you. But if you refuse or object, it is a perishable thing.” —Mohammed

In another, to the Chiefs of Aqaba, he wrote:

“It is better for you either to accept Islam or agree to pay Jizya and consent to remain obedient to Allah . . . If you do not accept these terms . . . I shall have to wage war (to bring peace and security).” —Mohammed

These same patterns and political mandates have been used over and over by Muslims since 610 A.D. to invade and conquer many civilizations and nations throughout the world, and to eradicate human rights and freedoms in those lands. Iran once was called Persia and was Zorastrian. Egypt was Christian. What was once a Hindu civilization was conquered and made into Pakistan, which is now part of the Axis of Jihad, along with Iran and Saudi Arabia. Afghanistan was Buddhist for thousands of years. Now its chief exports are heroin and Islamic terrorism.

“When We decide to destroy a population, We (first) send a definite order to those among them who are given the good things of this life and yet transgress; so that the word is proved true against them: then (it is) We destroy them utterly.” —Koran 17:16

In every instance where Islam has conquered and “destroyed utterly” a nation or civilization, the key to the conquest was the establishment of mosques, which are political and military command and control centers for Islam, and which all point toward the seat of Islamic power: the Kabah.

Mosques and the Fallacy of the “Moderate Muslim”

The majority of Germans during World War II were not active members of the Nazi party, were not waging war, and were not involved in the holocaust. The leaders, though, were active members of the Nazi party, were waging war, and were involved in the holocaust.

The majority of Russians and eastern Europeans under the rule of the U.S.S.R. were not trying to spread Communism throughout the world, and were not threatening and waging war and revolution, but were going about their daily lives trying to survive. The leaders, though, were doing everything they could to spread Communism throughout the world, and were threatening and waging war and revolution.

Throughout history, since 610 A.D., the leaders of Islam have been waging Universal Jihad around the world for the purpose of Islamic totalitarian domination of the world. It has never mattered what percentage of the Muslim population was “peaceful” or “moderate.” Peace and moderation are not relevant to the totalitarian mandates of Islam’s political documents, and Islam’s leaders always follow the totalitarian mandates of Universal Jihad contained in them.

There are post-Nazi democracies. There are post-Communist democracies. There are no post-Islamic democracies. Literal Islam, as contained in its political documents, is the consummate totalitarianism. Neither Nazism or Communism had a metaphysical factor, as does Islam. Islam uses its metaphysics as a wedge to drive in its totalitarian political doctrines.

Once Islam has established itself sufficiently in any nation, it seeks to overthrow any existing regime or constitution or law, and replace it with Islamic theocracy. Even the most “moderate” Muslim is bound to obey Islamic law, and so is bound to fight if ordered to fight:

“When you are called (by the Muslim ruler) for fighting, go forth immediately.” —Hadith Sahih Bukhari 4:52:79:Narrated Ibn ‘Abbas

All Islamic mosques have Islamic leaders (rulers) who can call Muslims for fighting, and as such are satellite headquarters for spreading Literal Islam’s political doctrine of world domination and totalitarianism—no matter how many “moderate Muslims” they serve.

Mosques and the Worldwide Islamic State

Islam is a de facto political state wherever it exists anywhere in the world. The Koran is its constitution. The Kabah is its seat of power, still in the control of the regime that occupied it in 630 A.D. All Muslims in the world, regardless of nationality, are required to travel to the Kabah at least once in their lifetime and pay homage to it.

The fact that nations and international political institutions in the world do not recognize Islam as a de jure state is irrelevant. Mohammed himself declared it as a state, and Islam’s own political documents declare it to be a state, and, ipso facto, it always is a state-within-a-state, governed by the Koran and Sharia law internally, anywhere that it has not yet gained full power and control.

“The Believers are but a single brotherhood.” —Koran 49:10

“A Muslim has no nationality except his belief.” —Syed Qutb

“Islam wishes to destroy all states and governments anywhere on the face of the earth which are opposed to the ideology and program of Islam regardless of the country or the nation which rules it. The purpose of Islam is to set up a State on the basis of its own ideology and program.” — Syed Abul A’ala Maududi

Just as our Constitution of the United States binds and identifies us as a single political and legal union of non-contiguous states, territories, political groups, and people, so the Koran binds and identifies all Islamic nations and all Muslims as a single political and legal union of non-contiguous nations, territories, political groups and people, regardless of geographic boundaries, whose seat of power is the occupied Kabah. All Islamic Imams, in every mosque everywhere in the world, are bound to the Koran as supreme law.

As we have seen, Islamic law gives Islamic Imams the power to order Muslims to fighting. The German Max Weber, who had considerable influence on international law and politics, defined “state” as that entity that has a “monopoly on the legitimate use of physical force within a given territory.”

Islam declares that the Koran and Sharia law are divine, and, as such, are the only “legitimate” law in the world. In that way, Islam “self-legitimizes” its right to use physical force anywhere in the world, and the right of every Imam in every mosque in the world to call for physical force and violence at any time. This makes every Imam in every mosque a military leader.

Islam is a state by every definition and theory, and is a state hostile to and at war with the United States of America and its Constitution.

Mosques and Treason and Sedition Against the U.S.

Islam’s political documents and law call for the overthrow of our Constitution and our man-made laws, and therefore for the overthrow of our government, which by definition constitutes sedition and treason. The Islamic documents call for the overthrow of our government—a protector of religious freedom and human rights—through violence:

“I was ordered to fight all men until they say ‘there is no god but Allah.’” —Mohammed’s farewell address, 632

“I have been ordered to fight with the people till they say, ‘None has the right to be worshipped but Allah.’” —Hadith Sahih Bukhari 4:52:196 Narrated Abu Huraira

“He who fights so that Allah’s Word (Islam) should be superior, then he fights in Allah’s cause.” —Hadith Sahih Bukhari 1:3:125 Narrated Abu Musa

“I asked the Prophet [Mohammed], ‘What is the best deed?’ He replied, ‘To believe in Allah and to fight for His Cause.’” —Hadith Sahih Bukhari 3:46:694 Narrated Abu Dhar

“And fight them till there is no more affliction (i.e. no more worshiping of others along with Allah)”. —Hadith Sahih Bukhari 6:60:40 Narrated Nafi’

“Soon shall We cast terror into the hearts of the Unbelievers.” —Koran 3.151

“I am with you: give firmness to the Believers: I will instill terror into the hearts of the Unbelievers: smite ye above their necks and smite all their finger-tips off them.” —Koran 8:12

“Against them make ready your strength to the utmost of your power, including steeds of war, to strike terror into (the hearts of) the enemies, of Allah and your enemies, and others besides, whom ye may not know, but whom Allah doth know.” —Koran 8:60

The Koran, as the constitution of Islam and Muslims, is diametrically opposite to the United States Constitution and Bill of Rights. According to Islam and Muslims, the Koran is divine law, uncorrupted and incorruptible, whereas the United States Constitution is man-made and is not infallible, and therefore is corrupt. The U.S. Constitution is the antithesis of the Koran; therefore Muslims have no obligation to obey it.

A mosque in the United States is a command and control center of a foreign political and military state that seeks the overthrow of our government, and an Imam in a mosque is a political and military representative of a foreign state that calls for the overthrow of the United States.

The laws of the United States provide specific criminal penalties for sedition and treason. These laws are not only applicable to those advocating and calling for the overthrow of our Constitution and our government; they are applicable to anyone who gives “aid or comfort” to such declared enemies of the United States, or who “organizes or helps or attempts to organize any society, group, or assembly of persons” so engaged. The terms “organizes” and “organize” extend to “the recruiting of new members, the forming of new units, and the regrouping or expansion of existing clubs, classes, and other units of such society, group, or assembly of persons.”

Mosques are just such units.
______________________

Vijay Kumar is a Republican candidate for U.S. Congress from Tennessee’s 5th District. A native of Hyderabad, India, Mr. Kumar lived in Iran during the 1979 Islamic Revolution, when he came to the United States. A naturalized American citizen, Mr. Kumar has lived in Nashville, Tennessee for 24 years. He has been married to his wife, Robin, a native of Bowling Green, Kentucky, for 27 years, and they have three children, two of whom are adopted.

August 27, 2010 at 11:44 pm 2 comments

Sharia Law For Dummies

Sharia For Dummies
By Nonie Darwish
Original link

Imam Feisal Abdel Rauf claims that the US constitution is Sharia compliant. Now let us examine below a few laws of Sharia to see if Imam Rauf is truthful or a fraud:

1-  Jihad defined as “to war against non-Muslims to establish the religion” is the duty of every Muslim and Muslim head of state (Caliph). Muslim Caliphs who refuse jihad are in violation of Sharia and unfit to rule.

2-  A Caliph can hold office through seizure of power meaning through force.

3-  A Caliph is exempt from being charged with serious crimes such as murder, adultery, robbery, theft, drinking and in some cases of rape.

4-  A percentage of Zakat (alms) must go towards jihad.

5-  It is obligatory to obey the commands of the Caliph, even if he is unjust.

6-  A caliph must be a Muslim, a non-slave and a male.

7-  The Muslim public must remove the Caliph in one case, if he rejects Islam.

8-  A Muslim who leaves Islam must be killed immediately.

9-  A Muslim will be forgiven for murder of : 1) an apostasy 2) an adulterer 3) a highway robber. Making vigilante street justice and honor killing acceptable.

10-  A Muslim will not get the death penalty if he kills a non-Muslim.

11-  Sharia never abolished slavery and sexual slavery and highly regulates it. A master will not be punished for killing his slave.

12-  Sharia dictates death by stoning, beheading, amputation of limbs, flogging and other forms of cruel and unusual punishments even for crimes of sin such as adultery.

13-  Non-Muslims are not equal to Muslims and must comply to Sharia if they are to remain safe. They are forbidden to marry Muslim women, publicly display wine or pork, recite their scriptures or openly celebrate their religious holidays or funerals. They are forbidden from building new churches or building them higher than mosques. They may not enter a mosque without permission. A non-Muslim is no longer protected if he commits adultery with a Muslim woman or if he leads a Muslim away from Islam.

14-  It is a crime for a non-Muslim to sell weapons to someone who will use them against Muslims. Non-Muslims cannot curse a Muslim, say anything derogatory about Allah, the Prophet, or Islam, or expose the weak points of Muslims. However, the opposite is not true for Muslims.

15-  A non-Muslim cannot inherit from a Muslim.

16-  Banks must be Sharia compliant and interest is not allowed.

17-  No testimony in court is acceptable from people of low-level jobs, such as street sweepers or a bathhouse attendant. Women in such low level jobs such as professional funeral mourners cannot keep custody of their children in case of divorce.

18-  A non-Muslim cannot rule even over a non-Muslims minority.

19-  Homosexuality is punishable by death.

20-  There is no age limit for marriage of girls under Sharia. The marriage contract can take place anytime after birth and consummated at age 8 or 9.

21-  Rebelliousness on the part of the wife nullifies the husband’s obligation to support her, gives him permission to beat her and keep her from leaving the home.

22-  Divorce is only in the hands of the husband and is as easy as saying: “I divorce you” and becomes effective even if the husband did not intend it.

23-  There is no community property between husband and wife and the husband’s property does not automatically go to the wife after his death.

24-  A woman inherits half what a man inherits.

25-  A man has the right to have up to 4 wives and she has no right to divorce him even if he is polygamous.

26-  The dowry is given in exchange for the woman’s sexual organs.

27-  A man is allowed to have sex with slave women and women captured in battle, and if the enslaved woman is married her marriage is annulled.

28-  The testimony of a woman in court is half the value of a man.

29-  A woman looses custody if she remarries.

30-  To prove rape, a woman must have 4 male witnesses.

31-  A rapist may only be required to pay the bride-money (dowry) without marrying the rape victim.

32-  A Muslim woman must cover every inch of her body which is considered “Awrah,” a sexual organ. Some schools of Sharia allow the face and some don’t.

33-  A Muslim man is forgiven if he kills his wife caught in the act of adultery. However, the opposite is not true for women since he “could be married to the woman he was caught with.”

The above are clear cut laws in Islam decided by great Imams after years of examination and interpretation of the Quran, Hadith and Mohammed’s life. Now let the learned Imam Rauf tell us what part of the above is compliant with the US constitution?

August 27, 2010 at 11:34 pm 2 comments

Time for a Memorial to the British Victims of Islamic Slaving

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It is reasonable to assume that over the 250 years in question that the number of men, women and children either seized from coastal shipping or coastal villages in the West Country must be numbered in the tens of thousands.

During the period 1530 to 1789 it is estimated that 1.25 million European men, women and children were kidnapped by Islamic pirates from around the coasts of Britain and continental Europe to be sold into slavery in North Africa — yet there is no memorial in Britain recording for posterity the suffering of so many of our forebears.

According to early 17th century observers there were around 35,000 European Christian slaves in the Barbary Coast towns of Tripoli, Tunis and Algiers at any one time.

In the first half of the 17th century, Barbary corsairs from North Africa, authorised by their governments to attack the shipping of Christian countries — ranged all around Britain’s coasts, but the West Country in particular.

During this fifty-year period Admiralty records show that the slavers plundered British shipping pretty much at will, capturing almost 500 vessels between 1609 and 1616, including 27 from around Plymouth alone in 1625.

A list, printed in London in 1682, listed 160 British ships captured by “Algerians” between 1677 and 1680 yielding the Islamic slavers between 7,000 to 9,000 men, women and children for sale in the North African slave markets.

In June 1636 “Turkish” slavers off the Cornish village of St. Keverne seized seven Cornish fishing boats; the fifty-strong crew of men and boys who manned these vessels were never seen again.

Shortly before the St. Keverne incident 5 empty fishing boats from the Cornish port of Looe were discovered; graphic details are recorded of boats seen drifting unmanned and without sails, of weeping women, of constant fear of the raiding and the possible destruction of the port.

A few years later, in 1640, the records contain numerous references to Barbary pirates on the Cornish coast, including the taking of three ships “in the open view of Penzance” and a further three ships the same night at Mousehole, near Land’s End.

About the same time a raid on the town of Penzance by Barbary slavers resulted in a “catch” of some sixty men, women and children.

In 1640 Barbary pirates seeking ransom in respect of some of their English captives allowed a petition to be sent to King Charles I, it details their plight:

Here are about 5,000 of your subjects, in miserable captivity, undergoing most unsufferable labours, as rowing in galleys, drawing in carp, grinding in mills; with divers such unchristian like works, most lamentable to express and most burdensome to undergo, withal suffering much hunger and many blows on their bare bodies, by which cruelty many not being able to undergo it, have been forced to turn Mohamedans, so that these burdensome labours will cause many good seamen and others your subjects to perish unless some course be by you taken for our release, which we of ourselves cannot procure by reason of our great losses, and the extraordinary ransoms imposed on us.

To this petition dated 3rd October 1640, was appended a list of a further 957 prisoners taken since May 18th, 1639.

It is reasonable to assume that over the 250 years in question that the number of men, women and children either seized from coastal shipping or coastal villages in the West Country must be numbered in the tens of thousands.

Yet not only are there no memorials to the “Disappeared”, the subject isn’t even included in the history curriculum of West Country schools.

The British National Party says it’s high time these “oversights” were rectified and the suffering of our ancestors given the recognition it deserves?

March 4, 2010 at 11:19 pm Leave a comment

“The Agenda of Islam”

By Professor Moshe Sharon
Link to original article

A War Between Civilizations

The war has started a long time ago between two civilizations – between
the civilization based on the Bible and between the civilization based
on the Koran. And this must be clear.

There is no fundamental Islam. “Fundamentalism” is a word that came
from the heart of the Christian religion. It means faith that goes by
the word of the Bible. Fundamental Christianity, or going with the
Bible, does not mean going around and killing people. There is no
fundamental Islam. There is only Islam full stop. The question is how
the Koran is interpreted.

All of a sudden we see that the greatest interpreters of Islam are
politicians in the western world. They know better than all the
speakers in the mosques, all those who deliver terrible sermons against
anything that is either Christian or Jewish. These western politicians
know that there is good Islam and bad Islam. They know even how to
differentiate between the two, except that none of them know how to
read a word of Arabic.

The Language of Islam

You see, so much is covered by politically correct language that, in
fact, the truth has been lost. For example, when we speak about Islam
in the west, we try to use our own language and terminology. We speak
about Islam in terms of democracy and fundamentalism, in terms of
parliamentarism and all kinds of terms, which we take from our own
dictionary. One of my professors and one of the greatest orientalists
in the world says that doing is like a cricket reporter describing a
cricket game in baseball terms. We cannot use for one culture or
civilization the language of another. For Islam, you’ve got to use the
language of Islam.

Driving Principles of Islam

Let me explain the principles that are driving the religion of Islam.
Of course, every Moslem has to acknowledge the fact that there is only
one God.

But it’s not enough to say that there is only one God. A Moslem has to
acknowledge the fact that there is one God and Mohamed is his prophet.
These are the fundamentals of the religion that without them, one
cannot be a Moslem.

But beyond that, Islam is a civilization. It is a religion that gave
first and foremost a wide and unique legal system that engulfs the
individual, society and nations with rules of behavior. If you are
Moslem, you have to behave according to the rules of Islam which are
set down in the Koran and which are very different than the teachings
of the Bible.

The Bible

Let me explain the difference.

The Bible is the creation of the spirit of a nation over a very, very
long period, if we talk from the point of view of the scholar, and let
me remain scholarly. But there is one thing that is important in the
Bible. It leads to salvation. It leads to salvation in two ways.

In Judaism, it leads to national salvation – not just a nation that
wants to have a state, but a nation that wants to serve God. That’s the
idea behind the Hebrew text of the Bible.

The New Testament that took the Hebrew Bible moves us toward personal
salvation. So we have got these two kinds of salvation which, from time
to time, meet each other.

But the key word is salvation. Personal salvation means that each
individual is looked after by God, Himself, who leads a person through
His word to salvation. This is the idea in the Bible, whether we are
talking about the Old or the New Testament. All of the laws in the
Bible, even to the minutest ones, are, in fact directed toward this
fact of salvation.

Secondly, there is another point in the Bible, which is highly
important. This is the idea that man was created in the image of God.
Therefore, you don’t just walk around and obliterate the image of God.
Many people, of course, used Biblical rules and turned them upside
down. History has seen a lot of massacres in the name of God and in the
name of Jesus. But as religions, both Judaism and Christianity in their
fundamentals speak about honoring the image of God and the hope of
salvation. These are the two basic fundamentals.

The Essence of Islam

Now let’s move to the essence of Islam. Islam was born with the idea
that it should rule the world.

Let’s look, then, at the difference between these three religions.
Judaism speaks about national salvation – namely that at the end of the
story, when the world becomes a better place, Israel will be in its own
land, ruled by its own king and serving God. Christianity speaks about
the idea that every single person in the world can be saved from his
sings, while Islam speaks about ruling the world. I can quote here in
Arabic, but there is no point in quoting Arabic, so let me quote a
verse in English. “Allah sent Mohammed with the true religion so that
it should rule over all the religions.”

The idea, then, is not that the whole world would become a Moslem world
at this time, but that the whole world would be subdued under the rule
of Islam.

When the Islamic empire was established in 634 AD, within seven years -
640 – the core of the empire was created. The rules that were taken
from the Koran and from the tradition that was ascribed to the prophet
Mohammed, were translated into a real legal system. Jews and Christians
could live under Islam provided they paid poll tax and accepted Islamic
superiority. Of course, they had to be humiliated. And Jews and
Christians living under Islam are humiliated to this very day.

Mohammed Held That All the Biblical Prophets Were Moslems

Mohammed did accept the existence of all the Biblical prophets before
him. However he also said that all these prophets were Moslems. Abraham
was a Moslem. In fact, Adam himself was the first Moslem. Isaac and
Jacob and David and Solomon and Moses and Jesus were all Moslems, and
all of them had writings similar to the Koran. Therefore, world history
is Islamic history because all the heroes of history were Moslems.

Furthermore, Moslems accept the fact that each of these prophets
brought with him some kind of a revelation. Moses, brought the Taurat,
which is the Torah, and Jesus brought the Ingeel, which is the
Evangelion or Gospel – namely the New Testament.

The Bible vs. the Koran

Why then is the Bible not similar to the Koran?

Mohamed explains that the Jews and Christians forged their books. Had
they not been changed and forged, they would have been identical to the
Koran. But because Christians and Jews do have some truth, Islam
concedes that they cannot be completely destroyed by war [for now].

Nevertheless, the laws a very clear – Jews and Christians have no
rights whatsoever to independent existence. They can live under Islamic
rule provided they keep to the rules that Islam promulgates for them.

Islamic Rule and Jihad

What happens if Jews and Christians don’t want to live under the rules
of Islam? Then Islam has to fight them and this fighting is called
Jihad. Jihad means war against those people who don’t want to accept
the Islamic superior rule. That’s jihad. They may be Jews; they may be
Christians; they may be Polytheists. But since we don’t have too many
Polytheists left, at least not in the Middle East – their war is
against the Jews and Christians.

A few days ago, I received a pamphlet that was distributed in the world
by bin Laden. He calls for jihad against America as the leader of the
Christian world, not because America is the supporter of Israel, but
because Americans are desecrating Arabia with their filthy feet. There
are Americans in Arabia were no Christians should be. In this pamphlet
there is not a single word about Israel. Only that Americans are
desecrating the home of the prophet.

Two Houses

The Koran sees the world as divided into two – one part which has come
under Islamic rule and one part which is supposed to come under Islamic
rule in the future. There is a division of the world which is very
clear. Every single person who starts studying Islam knows it.

The world is described as Dar al-Islam (the house of Islam) – that’s
the place where Islam rules – and the other part which is called Dar
al-Harb – the house of war. Not the “house of non-Muslims,” but the
“house of war.” It is this house of war which as to be, at the end of
time, conquered. The world will continue to be in the house of war
until it comes under Islamic rule.

This is the norm. Why? Because Allah says it’s so in the Koran. God has
sent Mohammed with the true religion in order that the truth will
overcome all other religions.

Islamic Law

Within the Islamic vision of this world, there are rules that govern
the lives of the Moslems themselves, and these rules are very strict.
In fundamentals, there are no differences between schools of law.

However, there are four streams of factions within Islam with
differences between them concerning the minutiae of the laws. All over
the Islamic world, countries have favored one or another of these
schools of laws.

The strictest school of law is called Hanbali, mainly coming out of
Saudi Arabia. There are no games there, no playing around with the
meanings of words. If the Koran speaks about war, then it’s war.

There are various perspectives in Islam with different interpretations
over the centuries. There were good people that were very enlightened
in Islam that tried to understand things differently. They even brought
traditions from the mouth of the prophet that women and children should
not be killed in war.

These more liberal streams do exist, but there is one thing that is
very important for us to remember. The Hanbali school of law is
extremely strict, and today this is the school that is behind most of
the terrorist powers. Even if we talk about the existence of other
schools of Islamic law, when we’re talking about fighting against the
Jews, or fighting against the Christian world led by America, it is the
Hanbali school of law that is being followed.

Islam and Territory

This civilization created one very important, fundamental rule about
territory. Any territory that comes under Islamic rule cannot be de-
Islamized. Even if at one time or another, the [non-Moslem] enemy takes
over the territory that was under Islamic rule, it is considered to be
perpetually Islamic.

This is why whenever you here about the Arab/Israeli conflict, you hear
- territory, territory, territory. There are other aspects to the
conflict, but territory is highly important.

The Christian civilization has not only been seen as a religious
opponent, but as a dam stopping Islam from achieving its final goal for
which it was created.

Islam was created to be the army of God, the army of Allah. Every
single Moslem is a soldier in this army. Every single Moslem that dies
in fighting for the spread of Islam is a shaheed (martyr) no matter how
he dies, because – and this is very important – this is an eternal word
between the two civilizations. It’s not a war that stops. This was is
there because it was created by Allah. Islam must be the ruler. This is
a war that will not end.

Islam and Peace

Peace in Islam can exist only within the Islamic world; peace can only
be between Moslem and Moslem.

With the non-Moslem world or non-Moslem opponents, there can be only
one solution – a cease fire until Moslems can gain more power. It is an
eternal war until the end of days. Peace can only come if the Islamic
side wins.

The two civilizations can only have periods of cease-fires. And this
idea of cease-fire is based on a very important historical precedent,
which, incidentally, Yasser Arafat referred to when he spoke in
Johannesburg after he signed the Oslo agreement with Israel.

Let me remind you that the document speaks of peace – you wouldn’t
believe that you are reading! You would think that you were reading
some science-fiction piece. I mean when you read it, you can’t believe
that this was signed by Israelis who are actually acquainted with
Islamic policies and civilization.

A few weeks after the Oslo agreement was signed, Arafat went to
Johannesburg, and in a mosque there he made a speech in which he
apologized, saying, “Do you think I signed something with the Jews
which is contrary to the rules of Islam?” (I have obtained a copy of
Arafat’s recorded speech so I heard it from his own mouth.) Arafat
continued, “That’s not so. I’m doing exactly what the prophet Mohammed
did.”

Whatever the prophet is supposed have done becomes a precedent. What
Arafat was saying was, “Remember the story of Hodaybiya.” The prophet
had made an agreement there with the tribe of Kuraish for 10 years. But
then he trained 10,000 soldiers and within two years marched on their
city of Mecca. He, of course, found some kind of pretext.

Thus, in Islamic jurisdiction, it became a legal precedent which states
that you are only allowed to make peace for a maximum of 10 years.

Secondly, at the first instance that you are able, you must renew the
jihad [thus breaking the "peace" agreement].

In Israel, it has taken over 50 years in this country for our people to
understand that they cannot speak about [permanent] peace with Moslems.
It will take another 50 years for the western world to understand that
they have got a state of war with the Islamic civilization that is
virile and strong. This should be understood: When we talk about war
and peace, we are not talking in Belgium, French, English, or German
terms. We are talking about war and peace in Islamic terms.

Cease-fire as a Tactical Choice

What makes Islam accept cease-fire? Only one thing – when the enemy is
too strong. It is a tactical choice.

Sometimes, he may have to agree to a cease-fire in the most humiliating
conditions. It’s allowed because Mohammed accepted a cease-fire under
humiliating conditions. That’s what Arafat said to them in
Johannesburg.

When western policy makers hear these things, they answer, “What are
you talking about? You are in the Middle Ages. You don’t understand the
mechanisms of politics.”

Which mechanisms of politics? There are no mechanisms of politics where
power is. And I want to tell you one thing – we haven’t seen the end of
it, because the minute a radical Moslem power has atomic, chemical or
biological weapons, they will use it. I have no doubt about that.

Now, since we face war and we know that we cannot get more than an
impermanent cease-fire, one has to ask himself what is the major
component of an Israeli/Arab cease-fire. It is that the Islamic side is
weak and your side is strong. The relations between Israel and the Arab
world in the last 50 years since the establishment of our State has
been based only on this idea, the deterrent power.

Wherever You Have Islam, You Will Have War

The reason that we have what we have in Yugoslavia and other places is
because Islam succeeded into entering these countries. Wherever you
have Islam, you will have war. It grows out of the attitude of Islamic
civilization.

What are the poor people in the Philippines being killed for? What’s
happening between Pakistan and India?

Islamic Infiltration

Furthermore, there is another fact that must be remembered. The Islamic
world has not only the attitude of open war, but there’s also war by
infiltration.

One of the things which the western world is not paying enough
attention to is the tremendous growth of Islamic power in the western
world. What happened in America and the Twin Towers is not something
that came from the outside. And if America doesn’t wake up, one day the
Americans will find themselves in a chemical war and most likely in an
atomic war – inside the U.S.

End of Days

It is highly important to understand how a civilization sees the end of
days. In Christianity and in Judaism, we know exactly what is the
vision of the end of days.

In Judaism, it is going to be as in Isaiah – peace between nations, not
just one nation, but between all nations. People will not have any more
need for weapons and nature will be changed – a beautiful end of days
and the kingdom of God on earth.

Christianity goes as far as Revelation to see a day that Satan himself
is obliterated. There are no more powers of evil. That’s the vision.

I’m speaking now as a historian. I try to understand how Islam sees the
end of days. In the end of days, Islam sees a world that is totally
Moslem, completely Moslem under the rule of Islam. Complete and final
victory.

Christians will not exist, because according to many Islamic
traditions, the Moslems who are in hell will have to be replaced by
somebody and they’ll be replaced by the Christians.

The Jews will no longer exist, because before the coming of the end of
days, there is going to be a war against the Jews where all Jews should
be killed. I’m quoting now from the heart of Islamic tradition, from
the books that are read by every child in school. They Jews will all be
killed. They’ll be running away and they’ll be hiding behind trees and
rocks, and on that day Allah will give mouths to the rocks and trees
and they will say, “Oh Moslem come here, there is a Jew behind me, kill
him.” Without this, the end of days cannot come. This is a fundamental
of Islam.

Is There a Possibility to End This Dance of War?

The question which we in Israel are asking ourselves is what will
happen to our country? Is there a possibility to end this dance of war?

The answer is, “No. Not in the foreseeable future.” What we can do is
reach a situation where for a few years we may have relative quiet.

But for Islam, the establishment of the state of Israel was a reverse
of Islamic history. First, Islamic territory was taken away from Islam
by Jews. You know by now that this can never be accepted, not even one
meter. So everyone who thinks Tel Aviv is safe is making a grave
mistake. Territory, which at one time was dominated by Islamic rule,
now has become non-Moslem. Non-Moslems are independent of Islamic rule;
Jews have created their own independent state. It is anathema.

And (this is the worse) Israel, a non-Moslem state, is ruling over
Moslems. It is unthinkable that non-Moslems should rule over Moslems.

I believe that Western civilization should hold together and support
each other. Whether this will happen or not, I don’t know. Israel finds
itself on the front lines of this war. It needs the help of its sister
civilization. It needs the help of America and Europe. It needs the
help of the Christian world. One thing I am sure about, this help can
be given by individual Christians who see this as the road to
salvation.

This article is adapted from a lecture presented at the Feast of
Tabernacles Celebration 2001* by Professor Moshe Sharon. Sharon
received his Doctorate in Medieval Islamic History from the Hebrew
University in Jerusalem. He has served as an Advisor on Arab Affairs to
former Israeli Prime Minister Menachem Begin as well as the Ministry of
Defense. Prof. Sharon is a former director of the World Zionist
Organisation branch in Johannesburg, South Africa and currently
lectures as professor of Islamic History at the Hebrew University.

Other on-line articles by Prof. Sharon:

· “Palestinian Ideology And Practice: 5 Years After Oslo” · Word
Wizards

Other resources on Islam:

· the Muslim-Christian debate website · Reaching out to Muslims

* Feast of Tabernacles Celebration 2001 was sponsored by ICEJ

This article is provided for information purposes only. It does not
necessarily represent the views of the MJAA

Moshe Sharon has studied Islam for 35 years, and he believes Americans
need to understand the fundamentals of the faith. “They ought to know
that Islam divides the world into two parts: one part that is already
under the rule of Islam, the other part which must come under the rule
of Islam in the future. And this can happen either if the rest of the
world, which is non-Islamic, succumbs to Islam or is conquered by
Islam.”

This division of the world was reflected within bin Laden’s recent
statement. He said, “These events have divided the whole world into two
sides. The side of believers and the side of infidels.”

International Alliance of Messianic Congregations and Synagogues Young
Messianic Jewish Alliance Messianic Conference

January 11, 2010 at 9:47 pm 4 comments

A NEW CENTURY OF CHRISTIAN MARTYRDOM: THE UNTOLD MIDDLE EASTERN CRISIS

by Srdja Trifkovic
Link to original article

A book that relates the untold story of the murder of 45 million
Christians in the 20th century alone has caused controversy in Italy.
The author of The New Persecuted: Inquiries into Anti-Christian
Intolerance in the New Century of Martyrs, Antonio Socci, has been
accused that by raising the issue of Christian suffering in the Muslim
world he “demonizes Islam.”

Socci provides evidence that in the past 2,000 years some 70 million
Christians have been killed primarily or exclusively for the reason of
their faith, two-thirds in the past 100 years alone, with Joseph Stalin
as the chief culprit. He says that an average of 160,000 Christians
have been killed every year since 1990, the vast majority by Muslims in
the Third World. Chronicling attacks, pogroms and wars in East Timor,
Indonesia, Sudan, Egypt, Pakistan, India, and the Balkans, Socci
identifies Islamic extremism as the main danger. And yet, says he,
“This global persecution of Christianity is still in progress but in
most cases is ignored by the mass media and Christians in the west.”

Western indifference to Christian suffering, documented by Antonio
Socci, is well illustrated by the recent standoff at the Church of the
Nativity in Bethlehem, one of the holiest Christian sites in the Holy
Land, which was re-consecrated last month after being occupied by Arab
gunmen and besieged by the Israeli army for 38 days. While extensively
covered because of its photogenic value and its potential for further
bloodshed, the stand-off has caused hardly a ripple in the Western
world on what should be the obvious grounds for media scrutiny and
public concern: the misuse and abuse of a Christian shrine by warring
non-Christians in pursuit of their political objectives. The Bethlehem
episode is thus illustrative of two parallel processes overlooked in
the current Middle Eastern crisis: the apparently terminal decline of
the Christian remnant in the Middle East after two millennia of
precarious and mostly painful existence, and the remarkable
indifference of the post-Christian Western world to its impending
demise.

Already by their choice of the stage for what soon became a propaganda
exercise the Muslim gunmen who occupied the church desecrated the
basilica built on the site of the grotto where Jesus Christ is believed
to have been born. They ate the food they found on the premises until
it ran out, while more than 150 civilians went hungry. They consumed
alcoholic drinks that they found in priests’ quarters, undeterred by
the Islamic ban on drinking alcohol. They tore up Bibles up for toilet
paper. They turned one corner of the ancient church into an impromptu
mosque. They even attempted to bury seven of their comrades, who were
subsequently killed by Israeli snipers, inside the church or on its
grounds-obviously intending to turn one of the holiest Christian
shrines into a place of Islamic pilgrimage to the fallen “martyrs.”

It may be worth noting that when Ariel Sharon visited the Temple Mount,
two years ago, the world reacted angrily to what was interpreted as a
gesture calculated to inflame the Muslims, and Palestinians treated his
mere presence near the al-Aqsa mosque as sufficiently provocative to
justify a new intifada. Their double standards and cynicism are
breathtaking, but they were not the only ones to treat Christian
shrines with contempt.

Two weeks before the siege of the Church of the Nativity, as Israeli
forces stormed into Bethlehem, an Israeli tank shell hit the facade of
the nearby Holy Family Church, in a complex with an orphanage, hospital
and hostel. The soldiers then fired, from fifty yards’ distance, at the
statue of the Virgin atop the Holy Family Church. The statue lost its
left arm and its face was disfigured. The Israeli army expressed regret
and promised investigation, but this did not look like an accidental
shot: no terrorist could possibly hide behind the figure on the
pinnacle of the hospital church. The story was reported by Reuters, and
a picture taken by an AP photographer. It was available to the world
media but ignored.

These two incidents illustrate the predicament of the dwindling
Christian remnant in the Middle East. Once thriving Christian
communities are now minorities squeezed between the warring Jews and
Muslims who may hate each other but all too often share their aversion
to Christianity. Within Israel the indigenous Christians, as Arabs, are
regarded as indistinguishable from Palestinian Muslims, and have
suffered accordingly. In 1948 two-thirds of the Palestinian Christians
were driven from their homes with the creation of a Jewish state.
Within Arafat’s Palestinian Authority the Christians are viewed with
distrust as non-Muslim. They resent Israeli incursions and occupation
as much as their Muslim neighbors, but they also feel uncomfortable
amid the tide of Islamic radicalism-symbolized in the rise of Hamas-
that has engulfed the Palestinian community. They are also deliberately
exposed to Israeli reprisals by their Muslim compatriots: in the West
Bank city of Beit Jala Muslim gunmen chose the rooftops of Christian
homes as sites from which to fire on neighboring Jerusalem.

Institutionalized or covert discrimination to which Christians are
subjected in Syria, Israel, Egypt, and Lebanon, accompanied by
occasional eruptions of anti-Christian violence by the Muslim majority
in the last two countries, have contributed to an exodus that threatens
to eradicate the believers in Christ in the lands of his birth and
life.

At the outset of the Islamic conquests under Muhammad’s successors all
of these lands were 100 percent Christian. At the outset of the Ottoman
rule they had a Christian plurality, and in Palestine and Lebanon the
outright majority. Under the British Mandate, Palestine officially was
a Christian country, with Bethlehem having a population that was 90
percent Christian. Today they are literally disappearing. Among almost
three million Palestinians in the West Bank, Gaza, and East Jerusalem,
only 50,000 Christians remain. Within the pre-1967 borders of Israel
there are six million people; only 2 percent are Christians. In the
city of Jerusalem the Christian population has declined from 45,000 in
1940 to a few thousand today. At the current rate of decline, the
Christian population will be a fraction of one percent in the year 2020
and there will be no living church in the land of Christ. It is a cruel
irony that the plight of indigenous Christians remained invisible to
hundreds of thousands of Christians from Europe and North America-from
mainstream churches and fringe groups-who descended on the Holy Land to
mark the 2,000th anniversary of their faith.

If the Jewish or Muslim population of America or Western Europe were to
start declining at a similar rate, there would be an outcry from their
co-religionists all over the world. There would be government-funded
programs to establish the causes and provide remedies. The endangered
minority would be awarded instant victim status and be celebrated as
such by the media and the academe. By contrast, when the President of
the United States visited Jerusalem in October 1994, he was steps away
from the most sacred Christian shrines but did not visit any of them.
He did not meet a single representative of the Christian community that
remained invisible to him. Eight years later, as busloads of American
evangelicals still come to the Western Wall in pursuit of their dream
of a rebuilt temple that will provide an eschatological shortcut
through history, the remnants of that community are on the verge of
extinction.

UNDER THE PROPHET’S SWORD

At the time of Muhammad’s birth Christianity had covered, outside
Europe, the ancient Roman province of Asia extending across the
Caucasus to the Caspian Sea, Syria with the Holy Land, and a wide belt
of North Africa all the way to the Atlantic Ocean.

Christians numbered over thirty million by A.D. 311, in spite of
imperial persecution that often entailed martyrdom. Most of them lived
not in Europe but in Asia Minor and Africa, the home of many famous
Christian fathers and martyrs, starting with St. Paul of Tarsus, such
as St. Augustine, Polycarp of Smyrna, Tertullian of Carthage, Clement
of Alexandria, Chrysostom of Antioch, Origen of Tyre, or Cyprian of
Carthage. The Seven Churches of Revelation were all in Asia Minor.
(Smyrna was the last of these, and kept her light burning until 1922,
when the Turks destroyed it, along with its Christian population.)

Between Muhammad’s death in 632 and the second siege of Vienna, just
over a thousand years later, Islam expanded-at first rapidly, then
intermittently-at the expense of everything and everyone in the way of
its warriors. Unleashed as the militant faith of a nomadic war-band,
Islam turned its boundary with the outside world into a perpetual war
zone. When Muslims conquered the hitherto Christian lands of the Middle
East in the 7th century the subject peoples were not immediately aware
of the momentous quality of what had come to pass. For many dissident
Christian groups that had been denounced as heretical in Europe, it
seemed preferable at first to be ruled by largely absentee non-
Christian overlords who cared only about taxes and did not feel
strongly one way or another about the finer points of Christology.

Slaughters did occur in the initial wave of conquest: during the Muslim
invasion of Syria in 634 thousands of Christians were massacred; in
Mesopotamia between 635 and 642 monasteries were ransacked and the
monks and villagers slain; while in Egypt the towns of Behnesa, Fayum,
Nikiu and Aboit were put to the sword. The inhabitants of Cilicia were
taken into captivity. In Armenia, the entire population of Euchaita was
wiped out. The Muslim invaders sacked and pillaged Cyprus and then
established their rule by a “great massacre.” In North Africa Tripoli
was pillaged in 643 by Amr, who forced the Jews and Christians to hand
over their women and children as slaves to the Arab army. They were
told that they could deduct the value of their enslaved family from the
poll-tax, the jizya. Carthage was razed to the ground and most of its
inhabitants killed. Nevertheless, since dead bodies paid no taxes,
while the captives were an economic asset, once the conquerors’ rule
was firmly established a degree of normalcy was reestablished at the
communal level.

For a long time the outcome of the early onslaught was in doubt. The
first wave of attacks on Christendom almost captured Constantinople
when that city was still far and away the important center of the
Christian world. The Greeks stood their ground against Islam for
another six centuries. But the Muslims also conquered Spain, and had
they gone further the Kuran -in Gibbon’s memorable phrase-might have
been “taught in the schools of Oxford” to a circumcised people: the
Muslims crossed the Pyrenees, promising to stable their horses in St.
Peter’s at Rome, but were at last defeated by Charles Martel at Tours,
exactly a century after the prophet’s death. This defeat arrested their
western conquests and saved Europe.

The last attempt in pre-postmodern times, going through the Balkans,
took the Sultan’s janissaries more than halfway from Constantinople to
Dover (1683). On both occasions the tide was checked, but its
subsequent rolling back took decades, even centuries.

The Crusades were but a temporary setback to Islamic expansion, and the
source of endless arguments that sought to establish some moral
equivalence between Muslims and Christians at first, and eventually to
elevate the former to victimhood and condemn the latter as aggressors.
Far from being wars of aggression, the Crusades were a belated military
response of Christian Europe to over three centuries of Muslim
aggression against Christian lands, the systemic mistreatment of the
indigenous Christian population of those lands, and harassment of
Christian pilgrims. The postmodern myth, promoted by Islamic
propagandists and supported by some self-hating Westerners-notably in
the academe-claims that the peaceful Muslims, native to the Holy Land,
were forced to take up arms in defense against European-Christian
aggression. This myth takes AD 1095 as its starting point, but it
ignores the preceding centuries, starting with the early caliphs, when
Muslim armies swept through the Byzantine Empire, conquering about two-
thirds of the Christian world of that time.

INTOLERANCE CODIFIED

On the eve of the First Crusade the prominent Islamic scholar Abu Ala
Al-Mawardi prepared the formal blueprint for the Islamic government,
based on the Kuran, the Tradition, and the practice of the previous
four centuries of conquest. It reiterated the division the world into
the House of Islam, where umma has been established, and the House of
War inhabited by Harbis, that is, the rest of the world. The House of
Islam is in a state of permanent war with the lands that surround it;
it can be interrupted by temporary truces, but peace will only come
with the completion of global conquest. The progression was from Dar al
Sulh-when the Muslims are a minority community, and need to adopt
temporarily a peaceful attitude in order to deceive their neighbors
(Mecca before Muhammad’s move to Medina is the model for which the
Muslim diaspora in the Western world provides contemporary example)-to
Dar al Harb, when the territory of the infidel becomes a war zone by
definition. This happens as soon as the Muslim side feels strong enough
to dispense with pretense.

The example was provided by Muhammad, who accepted a truce with Mecca
when he was in an inferior position but broke it as soon as his
recuperated strength allowed, and offered his pagan compatriots the
choice of conversion or death. In Europe today the early signs of this
forthcoming stage, amounting to a low-intensity civil war, are visible
in ethnic disturbances in English and French cities, when young
English-born Pakistanis or French-born North Africans venture out from
their no-go areas. The final objective all along is Dar al Islam, where
Muslims dominate and infidels are at best tolerated, at worst expelled
or killed. This applies even to “the people of the book”:

Declare war upon those to whom the Scriptures were revealed but believe
neither in God nor the Last Day, and who do not forbid that which God
and His Apostles have forbidden, and who refuse to acknowledge the true
religion until they pay the poll-tax without reservation and are
totally subjugated. The Jews claim that Ezra is a son of God, and the
Christians say, ‘the Messiah is a son of God.’ Those are their claims
that do indeed resemble the sayings of the Infidels of Old. May God do
battle with them!

The Muslims are obliged to wage struggle against unbelievers and may
contemplate tactical ceasefires, but never its complete abandonment
short of the unbelievers’ submission. This is the real meaning of
Jihad. Indeed, in certain contexts and in certain times it may also
signify “inner striving” and “spiritual struggle,” but to generations
of Muslims before our time-and to an overwhelming majority of believers
who are our contemporaries-the meaning of Jihad as the obligatory and
permanent war against non-Muslims has not changed since Al-Mawardi’s
time. At all times, according to Allah (i.e. Muhammad), “Those who
believe fight in the cause of God.” For the fallen and victorious
alike, the rewards are instant and plentiful.

January 11, 2010 at 9:40 pm Leave a comment

Islam in America-The Series

islam in america_01“Islam in America,” an eight part series by Katie Shaidle is posted at Right Side News.com. With permission I am also posting the series one part at a time.

Part One: An Overview of American Islam
By Kathy Shaidle
RightSideNews Copyright © 2009

Imagine a Super Bowl with all male cheerleaders and half-time prayers. In that America, they drink Jihad Cola instead of Coke and thank Allah when they win an Oscar.

Luckily, that America is fictional, one vividly described in Robert Ferrigno’s 2006 futuristic novel, Prayers for the Assassin, set in 2040. But is it really so hard to imagine, in a world in which a man named “Barack Hussein Obama” can get elected President just a few years after Muslim hijackers destroyed the world’s tallest buildings in the heart of New York City?

Today many Americans are either blissfully ignorant of, or simply indifferent to, the slow, incremental growth of radical Islam in their midst.

We sometimes hear about terrorist cells or suspicious Muslim “compounds” on the news. However, these stories represent merely the tip of an Islamic iceberg that could very well doom America. Not today or tomorrow. But in our lifetimes? That is a real possibility.

And don’t shrug off Islam as “just another religion.” Muslim sharia law deems women to be inferior to men, and allows husbands to “lightly” beat their wives. Polygamy and child bride marriage are condoned and encouraged, due to the example of Mohammed himself, whose many wives included a nine year old. Anti-Semitism and slavery are enshrined in the Koran, as is exploitation of and even violence against all “unbelievers.”

Radical Muslims have learned they don’t require bombs or hijacked airliners to destroy America. They can just use America’s own ideological infrastructure against itself.

Using a kind of ingenious political jujitsu, radical Muslims rely upon everything from the rights to freedom of speech and worship enshrined in the U.S. Constitution to the current atmosphere of hypersensitive political correctness to push their agenda.

For example, the “Islamification” of the educational system is now underway. Textbooks whitewash Islam’s bloody history. Public school children forbidden to pray or recite the Pledge of Allegiance are, however, obliged to play “Muslim for a Day.” Meanwhile, universities eagerly introduce footbaths, Muslim prayer rooms and hallal cafeteria food.

Increasingly, Muslim employees are suing companies for the “right” to refuse to handle “unclean” pork or alcohol, or the “right” to wear headscarves. It is no coincidence that these companies include household names like UPS, Wal-Mart and McDonalds’s – radical Muslims are sending a message to smaller firms who won’t have the means to fight similar suits in the future.

These demands for accommodation extend even behind prison walls, where Muslim prisoners (indoctrinated by Muslim chaplains trained by foreign extremists) insist on getting special treatment as well.

“Lawfare” is on the rise, too. Muslim groups now file expensive, time-consuming lawsuits against critics of Islam, and while these suits are currently confined mostly to Canada and Europe, they have a “chilling” effect on American publishers, writers, journalists and filmmakers. Last year, it only took a couple of threatening emails to persuade a major U.S. publisher to cancel an upcoming novel about Mohammed.

Few Americans realize that their neighborhood mosque was probably built and financed by well-heeled terrorist sympathizers abroad. In fact, 80% of American mosques are Saudi-supported, and serve as safe gathering places for radical imams and dubious “charities” with anti-American agendas.

Islamic terrorism has also found a home on the internet, where (according to one UK think tank) a “virtual caliphate” (or Muslim supremacist empire) thrives, beyond the reach of authorities. The web has become an invaluable arena for radical Muslim recruiting, training, communication and organizing.

Americans looking to the government to protect them from these threats don’t realize that federal agencies in the thrall of political correctness actually undermine the war of terrorism. Few Muslims currently hold public office in the United States, but this may change if Democrats begin to view them as a new source of donations and votes.

Over the next few months, I’ll be your guide to the growth of radical Islam, both at home and abroad. You’ll learn about “moderate” Muslim spokesmen who turn out to be anything but, and meet writers and authors censored by their governments for critiquing the Koran.

I’ll be talking to experts in the fields of intelligence, religion, crime and foreign policy and sharing their insights with you.

Many Americans have already forgotten what happened on 9/11, or simply don’t want to think about it anymore. Our fear, disgust or indifference is exactly what radical Muslims are counting on. As exhausting and demoralizing as it can be to educate ourselves on the facts, we must remember that “the price of freedom is eternal vigilance.”
————————————————-

November 7, 2009 at 5:57 am 1 comment

Co. Richard Kemp on the U.N. Goldstone Report

October 19, 2009 at 10:53 pm 1 comment

Is Obama Going to Cede U.S. Sovereignty?

October 19, 2009 at 10:32 pm 1 comment

Sleazy “Safe Schools Czar”

Thank you Muslimfighter for this…I used to not really have an opinion about homosexuality, but now I do, and this is ridiculous–bordering on a serious problem as I will describe….
 
My X-husband–the muslim, once told me that homosexuality is prohibited in Islam because it compromises a society. (In Islam, sodomy is only allowed to humiliate a prisoner)…This blatant gay agenda will weaken our society and encourage a Muslim takeover of our country.  Look at Barney Frank….who is willing to sell us all down the river…because many (or most ) gays have no societal standards. And now this Kevin Jennings fag….If men are not in love with women, they will not be willing to stand up for women, the family, and the society. That will cause us to be finished as a nation!
 
One of the ancient Islamic military tactics is to kill the men, then enslave the women when they cannot defend themselves.  Obama is a pro-Muslim who is pro-abortion (probably only for genocidal reasons), and pro-homosexuality (just to use the gay agenda) for votes, to oppose and demonize conservatives and Christians, ultimately to eliminate masculine American men so that our society will be compromised and ripe for a communist-islamic takeover!~MCL

So, B. Hussein Obama  has appointed another sleazy CZAR, Kevin Jennings, as our very own “Safe Schools Czar”!

KevinJennings2
Kevin Jennings has  his own office, his own staff, and  his own title:
 “Assistant Deputy Secretary of the Office of Safe and Drug Free Schools at the U.S. Department of Education.” Appointed by none other than president (small p intended) Hussein. Why, only a man with laudable and impeccable credentials could be expected to hold such a high office!  Hussein himself has said “judge me by the people I surround myself with.” Taking our Marxist-Muslim White House resident at his word I think we should do just that!
Think Van Jones was bad?…Have a look at Kevin Jennings, founder of … Gay, Lesbian, Straight Education Network (GLSEN),  a national homosexual organization that targets children in the public schools, and has formed “gay straight alliance” clubs in schools across the country.  In March of 2000 GLSEN, lead by Kevin Jennings, participated in a Massachusetts Department of Education sponsored workshop whose purpose was to instruct students as young as 12 years old in the pleasures of the homosexual life style!

“Fisting [forcing one's entire hand into another person's rectum or vagina] often gets a bad rap….[It's] an experience of letting somebody into your body that you want to be that close and intimate with…[and] to put you into an exploratory mode.”
That quote comes from audio tapes of the event!

GLSEN often presents itself as a civil rights organization [but]…it is, in fact, a radical organization that has clearly embraced the queer-theory worldview. It seeks to transform the culture and instruction of every public school, so that children will learn to equate “heterosexism” — the favoring of heterosexuality as normal — with other evils like racism and sexism and will grow up pondering their sexual orientation and the fluidity of their sexual identity. In a 2002 seminar held in Boston GLSEN proved it is never too late to stamp out heterosexism, the subject of this seminar… “Gender in the Early Childhood Classroom” examining ways of setting “the tone for nontraditional gender role play” for preschoolers…WOW just your average education CZAR concerned about “your” children…I’ll bet he is concerned; about as concerned as a sexual predator staring through the fence at the playground albeit this time he runs the playground…with your tax dollars I might add.
In a 1999 book published by the North American Association for Man-Boy Love Association  (NAMBLA) promoting the legalization of sexual abuse of young boys by older men, Jennings wrote the forward! The books jacket contains an endorsement from someone else you may recognize…. William Ayers!
Jennings should be placed on a nationwide sexual predators watch list; instead this man is using your tax dollars to promote his filthy, repugnant and degenerate lifestyle on ‘your” children.~Muslimfighter
Listen to what Jennings is up to:
 

Link to reference article: 

http://regularfolksunited.com/index.php?tab=article_view&article_id=2561

October 5, 2009 at 7:31 am Leave a comment

Walking the Plank to a Dhimmi Nation–Islam in American Classrooms–Chapter 3

3

Islam in American Classrooms 

American children are being indoctrinated with anti-Democratic ideologies in American colleges, universities, and K-12 public schools with socialism, communism, and Islam. While parents believe traditional societal values are upheld, some schools are intentionally breaching customary positions of trust by providing a failing quality of education as compared to generations past. The widespread violation of standards infringe on family orientation, political and social identity, and religious persuasion.

Seditious movements fund educational programs in an effort to undermine American values to alienate children from their parents and grandparents, and ultimately replace traditional concepts with those subservient to a new world order. Emerging ideologies that alter the mind of American children are totalitarian allies– Communism and Islam. In full assault on our nation, the ideologies are demeaning our founding fathers and undermining the core of our Democracy through our children.

A September 2008 article titled “Saudi Infiltration into U.S. Education,” written for Israel National News, by Hillel Fendel warns that Saudis are using petrodollars to influence American education beginning in elementary schools. Sarah Stern, who heads the Washington, D.C. based Endowment for Middle East Truth think-tank (EMET) said the Saudis are making use of a clause called “Title VI” to indoctrinate teachers from K-12th grade with anti-American, anti-Israeli standards. Title VI and the loopholes in Bill Clinton’s 1995 Educational Guidelines allow off-campus activists to propagandize teachers and students at the taxpayer expense. Stern noted that: 

 “The law says you have to have teacher training seminars on campuses, and these have a radical anti-American bent. There is a place in New Mexico called Dar el Islam, a giant 1,300-acre complex that has a mosque, a madrassa [Islamic theological school], a summer camp, a teacher training workshop, and a publishing house that publishes some of the most virulent translations of the Quran, as well as the materials for their teacher-training that are used all over the country – and all stamped with the fancy blue-green-white star emblem of ARAMCO, the state-owned national oil company of Saudi Arabia. They are very, very stealth – I call this the ‘soft jihad’ against America.”[1] 

Title VI was first legislated in 1958 as a response to the Cold War because it was felt that American children did not know enough about the threat of Communism or the global market. Subsequently, a large amount of taxpayer money was set aside to fund college campus programs for regional studies such as African, Asian, and Middle Eastern studies.

In 1978, Edward Said of Columbia University wrote a book called “Orientialism” which became the prevailing and dominant trend in academia, making a Middle Eastern studies program very indoctrinating.  In the book, Said espoused that only individuals from given regions are qualified to talk or write about that region’s main religion.

Politicians welcomed programs and students from the Middle East when Arab leaders began lavishing generous donations to American educational institutions. In return, they demanded special privileges and the right to influence policy favorable to Islam.

Over the last 30 years, the Saudi royal family has contributed over $70 billion to promote Arab studies that center around Islam and spread anti-American and anti-Israeli propaganda. The Saudis give millions of dollars to American Universities and their motive is clearly stated by the official Saudi English weekly Ain-Al-Yaqeen: 

“The Kingdom of Saudi Arabia, under the leadership of the Custodian of the Two Holy Mosques King Fahd Ibn Abdul Aziz, has positively shouldered its responsibility, and played a pioneering role in order to raise the banner of Islam all over the globe and raise the Islamic call either inside or outside the Kingdom.” [2]

 Donations to universities can be made anonymously so it is impossible to know exactly how much money they receive and from whom. Some institutions receiving millions of dollars in Saudi funds are listed in the table below. Some of the Universities that receive Saudi endowments include Berkeley, Harvard, Columbia University, USC, Duke University, and even Texas A&M, to name only a few. [3]

By no means complete, the list includes known donations where possible. 

University Funds Received at Least Once 
Berkeley   
Cambridge   
University of California at Santa Barbara  
University of California at Berkeley $5,000,000
Harvard Law School $2,500,000
Harvard University
Howard University  
Cornell University $11,000,000
Georgetown University $28,000,000
Columbia University $5,000,000
Reutgers University $5,000,000
Johns Hopkins University  
University of Chicago  
American University  
University of Southern California  
University of Idaho  
University of Michigan at Ann Arbor  
Ohio State University  
Arizona State University  
University of South Florida  
Rice University  
Duke University  
Syracuse University  
American University of Colorado  
American University in Washington, D.C  
University of Arkansas $20,000,000
Princeton $1,000,000
MIT $5,000,000
Texas A&M $1,500,000

 

Rice University accepts Saudi money for an Islamic Studies Chair. Duke University, Syracuse University, American University of Colorado, American University in Washington, D.C., and Howard University have allowed the Saudis to set up research institutes.

The endowments allow professors and so-called intellectuals the ability to promote an Islamic agenda while afforded protection under freedom of speech laws. Title VI allows for the payment of professors salaries. It also supports Saudi student activists that are trained overseas in the summer to learn terrorist tactics, and return in the fall. Thus, more and more anti-American and anti-Israel doctrine is spread, with nothing being done to stop it.[4]

Islamic organizations within American Universities are numerous. Islamic studies programs or research programs within the institutions also support the spread of Islam in America. One fund, named after Osama Bin Laden’s brother, The Bakr M. Binladin Visiting Scholar Fund at Harvard Law School, brings “visiting scholars” to study law at Harvard with the stipulation is that scholars must be citizens of a predominantly Muslim country.

The Saudi Arabian government views Western culture as its enemy, and so uses our universities as propaganda machines and research facilities. It may even use them as terrorist havens, such as The Muslim Student Association (MSA), an organization that encourages involvement in jihad, has established hundreds of chapters on colleges and university campuses across America. The co-founder of al-Qaeda, Wael Jelaidan, is one of several MSA members arrested on terrorist related charges.[5]

Prince Alwaleed bin Talal’s Georgetown University Center for Muslim-Christian Understanding, (ACMSU) is just one organization that has been donating millions of dollars for Middle East studies programs. The so-called “gifts” shrewdly promote Islamic indoctrination without condemning Islamic punishments of amputations, stonings, hangings, honor killings, punishments for blasphemy, executions of apostates, persecutions of non-Muslims, sanctioned wife-beatings, female genital mutilations, etc. Rather, ACMSU presents Islam in ways that will appeal to naïve Westerners. Using terms like “Interfaith Dialog” and “Islamic Art,” the pretense of a more “moderate” version of Shari’ah law is really just to get the camel’s nose in the tent, and allow for radicalism once numbers allow. Radical Islam can take years and generations to take root, but once put into practice, it is far from what Americans call moderate.

There are many programs that take advantage of the Title VI Program. The King Fahd Chair for Islamic Shari’ah Studies, the Sultan bin Abdul-Aziz Al-Saud Program in Arab and Islamic Studies, the H.E. Sheikh Ahmed Zaki Yamani Islamic Legal Studies Fund, the King Fahd Chair of Oncology and Pediatrics, and the Bakr M. Binladin Visiting Scholar Fund. Saudi funded educational institutions in the United States give millions of dollars to American Universities to implement their agenda. Brigitte Gabriel, author of “They Must Be Stopped,” and founder of ACT! For America, a national grassroots organization dedicated to spreading the truth about the Islamic agenda, refers to recipient universities as “occupied territories.”

The American Educational Trust (AET), established in 1982 was funded by American businesses and Arab donors. AET can afford to provide speakers to scores of colleges and universities at no charge, reportedly setting up its organization with $1,072,237. [6]

The AET website claims to: 

“provide the American public with balanced and accurate information concerning U.S. relations with Middle Eastern states. AET perceives a dearth in knowledge about the Middle East, Arabs, and Muslims, in the U.S., and pursues an educational mission of Interpreting the Middle East for North Americans; Interpreting North America for the Middle East.” 

Saudi billionaire friend of Hillary Clinton and advisor on Islamic affairs, Abdurrahman Alamoudi, then President of the American Muslim Council, supporter of Hamas and Hezbollah, sentenced to jail in 2004 for eighteen counts of terrorism related activities and accused of ties with Osama bin Laden, met often with Bill and Hillary Clinton to contribute to Bill Clinton’s Religious Expression in Public Schools education guidelines. As a result of this alliance, funding for Islamic educational materials poured in from Saudi Arabia and Muslim nations.

Launched by Clinton in 1995, these guidelines greatly affect public schools today even though education is not in the federal government’s jurisdiction, but is actually adjudicated to individual states.

In August 1995, Clinton provided every public school district in America with the Religious Expression in Public Schools education guidelines, which included an ambiguous statement of principles for religious expression, and activity in our public schools. Colluding with non-religious groups as well, Clinton removed all former reference to the Bible, Christianity, and the Pledge of Allegiance from our public schools. The Pledge of Allegiance is now unconstitutional because it contains the phrase “one nation under God.”  Nadine Stresses, President of the ACLU, refers to the 1995 guidelines as the authority to support the ACLU’s lawsuits restricting Christmas celebrations and removing Nativity scenes from public schools.

The 1995 guidelines drafted by the American Muslim Council, Americans United for Separation of Church and State, and the ACLU’s effective removal of Christianity diminished a cultured sense of American nationalism. Regarding his contribution to the guidelines, the director of the CIE at the time, Shabbir Mansuri, boasted that he was “promoting world cultures” and “waging a bloodless revolution” in America’s classrooms.[7]

The ACLU and the Council of Islamic Education (CIE) helped write Houghton Mifflin textbooks for K-12 American public schools with Islamic beliefs presented as historical fact. Houghton Mifflin collaborates with Microsoft and also publishes college textbooks for MS software programs actively promote multiculturalism, globalism, and political correctness indoctrination in college settings.

Way back in 1995, the Council of Islamic Education warned American scholars and public officials they would be perceived as “islamophobes,” racists, reactionaries, and enemies of Islam if they did not support promotion of Islam in American public schools. Islamic organizations applaud Clinton for helping them achieve the victory of their religious obligation to propagate Islam.

At the end of his term, Bill Clinton addressed Muslim leaders with a Ramadan message. Muslim leaders often ask for public statements, as they would later ask President Bush to humor them with formal public statements on behalf of the Arab vote. The statement that Clinton made is particularly disturbing because it is beyond protocol and good manners. The public message Clinton gave the Muslim leaders contained the unnecessary Islamic story as if it were an undisputed fact:

 “As America’s six-million-member Muslim community grows in numbers and prominence, Americans of every religious tradition are learning more about the origins and meaning of Islam. That on ‘the Night of Power,’ the Angel Gabriel appeared to the Prophet Muhammad and revealed to him the first verses of the Koran. That the Koran declares that Ramadan was the month Allah’s words were sent down, and so should be spent in fasting.” -Bill Clinton

 It is plausible the statement was a concession an act of obligatory allegiance and loyalty. A leader’s honor and loyalty hinges on public statements and in this case requires endorsing a disputed Islamic doctrine, while alluding to allegiance on behalf of all Americans and American policy and compromising the American education system.

Today, Christian instruction, prayer, and public nativity scenes are outlawed yet Clinton nominee, U.S. District Judge Phyllis Hamilton of San Francisco, approved an interactive program  called “Islam: A Simulation,” for public schools. The program forced California children at Excelsior Elementary School in Byron, California to “learn to become Muslim, recite the Quran, fast for Ramadan and pray Islamic prayers.”[8] In December 2003, the San Francisco court determined the school district did not violate the Constitution and was not indoctrinating students when it required them to adopt Muslim names and pray to the Islamic deity, but was just teaching them about the Muslim religion.[9]

The course was part of a curriculum taught to seventh-graders all over the state which many California schools participated in. California ruled that the state’s public schools must teach Islam in classes. California standards require Islam be taught in 7th grade, Judaism and Christianity is to be taught in 6th grade, and is covered in just two days as opposed to two weeks for Islam. Studying Christianity does not involve role playing and is presented as oppressive.[10]

The simulation forces students to memorize Islamic prayers and recite verses from the Quran. Students adopt Islamic names, and write about their experience as a Muslim at the end of the program. The exercises encouraged students to incorporate Islamic devotional phrases into speeches, and imagine they are on a pilgrimage to Mecca. The program involves state-approved curriculum using state-adopted textbooks that have now been part of the instructional program in California for over a decade. [11] 

A textbook adopted by the State of California “Across the Centuries,” published by Houghton Mifflin, prompts students to imagine they are Islamic soldiers and Muslims on a Mecca pilgrimage. Simulations encourage children to use devotional phrases such as “Allahu Akbar,” Arabic for “Allah is greatest,” and to fast during lunch to experience fasting during Ramadan. Yet, Judge Hamilton ruled the program was devoid of “any devotional or religious intent” and was, therefore educational, not religious in nature. [12]

But this is endorsement of Islam with Islamic indoctrination in our public schools under the guise of social studies and history, and at the expense of freedom of religion. Stealth Islamic conversion of our youth, using loopholes in the Education Guidelines is part of a traitorous alliance that enables the Muslim Brotherhood’s resolve to destroy America.

Not only is the alliance shocking, the longer it continues, the more difficult and dangerous it will be to reverse. Victories in Islam are like a Russian doll, setting the stage for subsequently larger victories. Ultimately, when numbers allow, the Islamic penalty for any who try to take away an Islamic achievement is death. The penalty for anyone who converts out of Islam is also death. Therefore, Islamic indoctrination puts non-Muslim children in peril because according to Islamic doctrine and Shari’ah law, one must agree to follow Islam once principles are known whether agreed or not. In the Islamic context, “understanding Islam” is not meant to be interesting information. When Muslims tell non-Muslims about Islam, they are telling them required behavior; i.e.; what to think and how to behave to avoid a backlash and condemnation in the future.

Michigan State University researchers showed the importance of leading students through a logical chain of information to break down pre-existing conceptions “that are deeply held and based on intuitive or naive beliefs about the world.” The study found that acting out lessons makes information stick.

Michigan State researchers developed an experimental middle-school science curriculum, found that science is not just memorized facts and terms, but an information process that is acted out to build a picture and an explanation. One of their key findings was the importance of leading students through a logical chain of evidence, showing them a variety of phenomena that can be explained by the same basic principle, and providing the chance to use the ideas. Researchers found that this procedure is not only essential to making the insights stick, but crucial in breaking down  pre-existing beliefs, noting that science is not just memorized facts and terms, but a process that builds a picture. Findings showed that regardless of the accuracy of a curriculum, action makes the information stick.

A separate article, “The Trouble with Textbooks,” written by Stephen Budiansky in February, 2001 refers to the Michigan State study. In an effort to describe what sticks in a students mind, Budiansky noted that:

 “textbooks have always been an easy target for those out to lambaste the state of public education, and that in the area of science and math, many factors are at work in the poor showing of U.S. students, including poor teacher preparation.”

 Budiansky also noted the importance of research by George Nelson, a former astronaut who directed a science and mathematics reform initiative of the American Association for the Advancement, called “Science Project 2061.” Noting the importance of textbooks, Nelson wrote:

 “textbooks are the de facto curriculum in this country,”

 and that:

 “textbooks ought to be the easiest things to fix.”

 Therefore it can be concluded that the acting out process in “Islam: a Simulation,” did not merely serve to teach history and culturally enlighten, but according to the Michigan State research and Project 2061 research, the information was presented in a manner that is scientifically proven to make the Islamic teachings stick in the minds of the California youth, regardless of accuracy.

According to Budiansky, the study of middle-school science textbooks studied by Project 2061 found that science books examined did not meet the minimum requirements for effectively teaching science. Nelson said that: 

“Our students are lugging home heavy texts full of disconnected facts that neither educate nor motivate them.” 

In a study conducted by the National Science Teachers Association, 23 percent of middle school teachers reported they have taught subjects in which they had no prior course work. Nelson emphasized that because so many teachers are deficient in math and science skills, they rely disproportionately on the provided texts. [13]

A book titled “The Trouble with Textbooks: Distorting History and Religion,” conducted by president of the Institute for Jewish & Community Research (IJCR), Dr. Gary Tobin, and research associate Dennis Ybarra, details a 5-year joint study noting a significant amount of misinformation in American textbooks and supplemental materials in schools in every state. The study cites offensive passages that present false information and undermine the very foundation of the American educational system.

The IJCR study looked at 28 prominent history, geography and social studies textbooks and concluded that American public school students are being overloaded with Islamic and Middle Eastern indoctrination at the expense of Christianity and Judaism. It found 500 problematic passages about Judaism, Christianity, Islam and the Middle East in widely used textbooks in public schools. The study supported similar assessments that history textbooks throughout the U.S. school system glorify Islam and are critical of Jews and Israel; and disrespectful of Christianity.

Tobin and Ybarra observed that Islam is taught in the books as a matter of fact, while Judaism and Christianity are treated as beliefs. The glossary of the textbook, World History: Continuity and Change, states as undisputed fact that the Koran is the “Holy Book of Islam containing revelations received by Muhammad from God.” The same glossary describes the Ten Commandments as “moral laws Moses claimed to have received from the Hebrew God Yahweh on Mount Sinai.” Likewise, the Islamic empire of the Middle Ages was described as “a time of unqualified glory without blemishes.” Other excerpts  state that Muslims “always tolerated Jews,” “unlike their Christian counterparts.”

Tobin and Ybarra concluded that history and religion are alarmingly distorted in schools in every one of the 50 states. The study describes how the textbook publishing process suffers from lack of competition and expensive development and adapting of textbooks. Major competitors are down from nine to three in less than twenty years, and control the K-12 textbook market today.[14]

The American Textbook Council (ATC), established in 1989 as an independent national research organization to review social studies textbooks and advance the quality of instructional materials in history, worked for two years to review five junior high, and five high school World, and American history texts. The ATC found that the history textbooks used by hundreds of thousands of students in the U.S. public school system blatantly promote Islam. The resulting report, authored by Gilbert T. Sewall, was titled “Islam in the Classroom: What the Textbooks Tell Us.”

The ATC report noted that Islamic organizations are active in curriculum politics and willingly provide misinformation in an effort to expel any critical thought about Islam, without eliminating its agenda. Assisted by partisan scholars and public relations associations many individuals with the power to shape the curriculum are blind to, or openly promote Islamic efforts. The report confirms findings that the texts present “disputed definitions and claims with regard to Islam as established facts.” The report continued: 

“Islamic activists use multiculturalism and ready-made American-made political movements, especially those on campus, to advance and justify the makeover of Islam-related textbook content…Particular fault rests with the publishing corporations, boards of directors, and executives who decide what editorial policies their companies will pursue…”

The review examined how history textbooks characterize Islam’s foundations and creeds; what changes and additions have occurred in textbook material written before and after 2001; what textbooks say about terrorism, 9/11, and weapons of mass destruction. It outlines Islamic challenges to global security and asks about looming dangers to the U.S. and the world. The ATC found that deficiencies about Islam in textbooks copyrighted prior to 9/11 persisted and in some cases have grown worse. Errors about Islam in older textbooks had not been corrected even when publishers had having learned of contested facts, and were given time to make corrections.[15]

Instead of making corrections or adjusting contested facts, publishers and editors defend misinformation with omissions profound and intentional. The report said lessons contain “stilted language that seem scripted or borrowed from devotional, not historical, material.”

The book, Medieval to Early Modern Times features a two-page prayer to Allah “the Merciful.”[16]

The textbook, “World Civilizations,” published by Thomson Wadsworth said, 

“Excepting the Old Testament’s poetry, the Jews produced very little of note in any of the art forms … There is no record of any important (early) Jewish contributions to the sciences.” 

Another book, titled “The World,” published by Scott Foresman, claimed that

 “Christianity was started by a young Palestinian named Jesus.” 

Historical inaccuracy does all students of religion, history, and social studies a disservice, and further suggests a motive for such bias, such as the endorsement of Islam over other religions. Discoveries in the study include routine negative stereotyping of Jews, Judaism and Israel. Some of the texts accuse the Jews of committing deicide (exterminating a diety such as Allah), and blame Israel for starting wars in the Middle East. The texts describe Jewish writings as “stories,” “legends” and “tales,” and errors are frequent throughout the books that were investigated.

The ATC report noted that several of the textbooks were harshly criticized by parents. In a Sacramento district, a parent whose child was given the text, “History Alive! The Medieval World and Beyond” published by the privately held Teachers Curriculum Institute (TCI), accused the publisher of an extremely pro-Muslim bias.

The students’ parent believed that teaching world history was acceptable, but objected to the teachings of Islam, while not addressing Christian doctrine to the same degree. The same parent said the book has only one page referencing Jews. Most of the information concerning Jews was to convey that the Jews were tortured by Crusaders to force them to convert to Christianity. It did not mention the Holocaust, or Jewish persecution by Arab Muslims for centuries thru today. The book did not give due credit to the Jews for their significant impact on the region or the culture at large, but blamed the Jews for the plagues and problems in the land.

Bert Bower, founder of the Teachers Curriculum Institute (TCI), and an executive for one of the texts reviewed by ATC, told World Net Daily that not only did his company have experts review the book, but the state of California and scholars from all over the world also reviewed it and approved it for use in public schools. One of those worldly experts was Ayad Al-Qazzar, who helped write The Arab World Notebook, a book that will be discussed next.

The ATC report noted that most textbook publishers align their work to a ban on “adverse reflection.” Adverse reflection means that a topic is conceptually at odds with historical and geopolitics. One book asks readers the question, “How did the caliphs who expanded the Muslim Empire treat those they conquered?” The book’s answer: “They treated them with tolerance.” The report said:

 “Glossing over the actual physical conquering of some peoples, the book, World History: Medieval and Early Modern Times says people converted to Islam because they were attracted by Islam’s message of equality and hope for salvation.”

Islamic presentation throughout the books is described as “sugar coated,” and the books describe Islam as a “wonderland-of-tolerance often spun like cotton-candy,” where “Hope for salvation” may actually mean “survival”, when history shows that the only escape from death literally was submission to Islam. Westerners erroneously think that submission means conversion. In reality, submission means allowing Islam to reign supreme. The lives of the conquered could then be spared only if they agreed to pay a “jizya” tax and agree to live as second-class citizens known as “dhimmis.”

The books describe the Crusades as “religious wars launched against Muslims by European Christians.” “History Alive! The Medieval World and Beyond” says the Crusaders wore red crosses. The French Templars wore red crosses, but Spaniards, English, German, Italians, and Greeks also fought against the Muslims in the Crusades after Muslims had encroached on their Christian lands for centuries. For centuries leading up to the Crusades, Muslims had sanctified the invasion and pillage of Christian lands murdering and taking the indigenous citizens as slaves. Yet, the books describe the process of Muslim invasion of Christian lands as “building an empire,” and describes Christian attempts to restore those lands as “violent attacks” and “massacres.”

The report also found that the books magnified Christian brutality while ignoring precedent information on Islamic inequality, subjugation, and enslavement, while inaccurately describing Shari’ah religious law, dhimmitude, women’s rights and terrorism. Regarding 9/11, the book “The Modern World  gives an example of such non-committal in reference to 9/11: 

“On the morning of September 11, 2001, teams of terrorists hijacked four airplanes on the East Coast. Passengers challenged the hijackers on one flight, which they crashed on the way to its target. But one plane plunged into the Pentagon in Virginia, and two others slammed into the twin towers of the World Trade Center in New York…” 

The description unconcernedly fails to explain who “they” were, and what they wanted to accomplish. The minimal explanation evades any connection to Islamic terrorism and jihad, and indicates a total lack of understanding and remorse. The ATC report concluded: 

“Many political and religious groups try to use the textbook process to their advantage, but the deficiencies in Islam-related lessons are uniquely disturbing. History textbooks present an incomplete and confected view of Islam that misrepresents its foundations and challenges to international security.”[17] 

An imam from Turkey, Fethullah Gülen, who considers himself a prophet has a network off hundreds of charter schools in America Gülen is touted as a reformist and advocate for tolerance, a catalyst of “moderate Islam.” He is praised in the United States as an intellectual, scholar, and educator even though his formal education is limited to five years of elementary school.

Gülen has met with Christian clergy, Pope John Paul II, and Jewish rabbis in an effort to promote Islam under the guise of promoting an interfaith dialogue. Islamic doctrine has traditionally tied itself to Christianity and Judaism using common stories between the latter two as a door opener. Gülen has also used the literature of great Sufi thinkers pretending to share in their moderation. Gülen’s movement is called the Fethullah Gülen Community (FGC). The FGC runs hundreds of secondary schools and dozens of universities in 110 countries including charter schools in twenty-four states in the U.S. Gülen’s followers target youth in the eighth through twelfth grades preparing them for careers in law, politics, and education to create the ruling classes of a future Islamist, Turkish state. The FGC also donates money to universities such as Georgetown University.[18]

ACT! For America, a grassroots organization that helps Americans understand the tactics used by Islamists in their world conquest endeavor, issued an exclusive report about the FCG. The report revealed that Gülen is particularly dangerous is his strategic and tactical means to achieve this goal. Not only does Gülen oversee a worldwide network of schools, but his estimated budget of 25 billion dollars also funds businesses, foundations and media outlets. In a 1999 sermon on Turkish television, Gülen described stealth jihad: 

“You must move in the arteries of the system without anyone noticing your existence until you reach all the power centers … until the conditions are ripe, they [the followers] must continue like this. If they do something prematurely, the world will crush our heads, and Muslims will suffer everywhere, like in the tragedies in Algeria, like in 1982 [in] Syria … like in the yearly disasters and tragedies in Egypt. The time is not yet right. You must wait for the time when you are complete and conditions are ripe, until we can shoulder the entire world and carry it … You must wait until such time as you have gotten all the state power, until you have brought to your side all the power of the constitutional institutions in Turkey … Until that time, any step taken would be too early—like breaking an egg without waiting the full forty days for it to hatch. It would be like killing the chick inside. The work to be done is [in] confronting the world. Now, I have expressed my feelings and thoughts to you all—in confidence … trusting your loyalty and secrecy. I know that when you leave here—[just] as you discard your empty juice boxes, you must discard the thoughts and the feelings that I expressed here.” 

The FCG schools offer recruitment for outside school activities such as summer camps, which recruit members and followers. They advocate “taqiyya,” which is sanctioned as obligatory lying when deception is a means to protect and further Islamic causes. Misleading information and headlines often convey two different messages, one to the indigenous Islamic population and one to the West. This deceptive practice is common in the Islamic world, and has led many in the West, including political leaders and academics, to be misled as to the true intentions of Islamists.

President Obama is pushing to relax requirements for charter schools while Islamic organizations are pushing to expand Charter schools. Not classified as “private” schools, charter schools currently cannot legally endorse or promote a religion.

Funded by Minnesota taxpayers, Tarek ibn Ziyad Academy (TIZA) is a K-8 charter school in Minnesota that operated as an Islamic school for five years before the state finally ruled against it.

TIZA has one campus in Inver Grove Heights and a smaller site in Blaine, has about 430 K-8 students, most of who are Muslim. Founded in 2003, TIZA receives state per-pupil funding. The state education department expected funding to total $4.7 million for the 2008-2009 school year.

With a mosque and the headquarters of the Muslim American Society of Minnesota share the school building, founders Asad Zaman and Hesham Hussein, both leaders of the Muslim American Society of Minnesota, and local imams, opened TIZA for the 2003-2004 school year with Imam Asad Zaman as the principal. TIZA is named after a Muslim warlord, Tarek ibn Ziyad, who invaded Spain from Africa in a bloody battle in the eighth century, marking the beginning of the Muslim conquest of Spain. Upon his arrival in Spain, Tarek ibn Ziyad ordered his Muslim forces to burn their boats: 

“Brothers in Islam! We now have the enemy in front of us and the deep sea behind us. We cannot return to our homes, because we have burned our boats. We shall now either defeat the enemy and win or die a coward’s death by drowning in the sea. Who will follow me?” 

The soldiers then rushed ahead, crying “Allahu akbar.” To defeat a superior Spanish force.[19] Islamists boast that Muslims ruled the country for hundreds of years afterward so well that Spain became a fountainhead of culture and civilization for the whole continent of Europe.[20]

An initial review of TIZA operations found that the school was nonsectarian, and not in violation of Minnesota law or federal guidelines on constitutionally protected prayer in school. The Minnesota Department of Education maintained that TIZA was not an Islamic or a religious school. The review found that prayer on Monday through Thursday appeared to be voluntary and student led.

In January 2009, the American Civil Liberties Union (ACLU) of Minnesota filed suit against TIZA, and the Minnesota Department of Education. The ACLU claims that TIZA  received millions of dollars of taxpayer money to support a private religious school, citing that the school receives state per-pupil funding expected to total $4.7 million for 2008-2009 school year.

The state’s ACLU Executive Director, Charles Samuelson, said the school used government aid money to pay rent to holding companies, and then funnel funds to the Muslim American Society of Minnesota and Minnesota Education Trust, which the ACLU says is a non-profit group that promotes Islam. The ACLU claims that a conflict of interest is created because the society and the school were incorporated by the same person, and on the same day, and are really one in the same organization.

Students at TIZA pray Islamic prayers, the cafeteria serves food that is prepared according to Islamic law, and Islamic Studies are held on the campus at the end of the school day. According to a TIZA report, seventy-seven percent of TIZA parents said their main reason for choosing TIZA was for the after-school programs. Yet the Imam-Principal Asad Zaman maintained that TIZA is not a religious school.

For years, Asad Zaman used loopholes in President Bill Clinton’s 1995 Educational Guidelines to teach Islam at TIZA, as will be evident in the unfolding story. The Guidelines were assembled with the help of Hamas and Hezbollah supporter, Abdurrahman Alamoudi, who, prior to his arrest and conviction on terrorism related charges in 2004, was President of the American Muslim Council.

In March 2008, a substitute teacher at TIZA revealed that Islam did play a significant role at TIZA. On the Friday the substitute teacher  arrived at TIZA, and was told that after lunch there would be a “school assembly” in the gym. Prior to the assembly her duties would include taking her fifth-grade students to the restroom to perform what was described as “their ritual washing.”

After their ritual washing, teachers led the children into the gym, where a man dressed in white was preparing to lead a prayer. Beside him was another man prostrated in prayer on a carpet.

The substitute teacher said that the prayer activity was not voluntary. Children were “corralled by adults and required to go to the assembly where prayer occurred.” She also said that the school day included after-school Islamic Studies. She said that assignments written on the blackboard included studying the Koran, and was told that Islamic Studies were held after school and she might have to stay for hall duty.

At the end of the day, her fifth-graders stayed in the classroom. The man who led the prayer in the gym came into the classroom to teach Islamic Studies to the students while the busses waited outside. After the Islamic Studies class was over, the busses took the children home.

The Minnesota Department of Education had not noticed the religious practice during any of their visits. In 2004, the Assistant Commissioner sent two letters to the school inquiring about reported religious activity. When questioned, Imam-Principal Asad Zaman said that prayer in the school was voluntary and student-led, and the department accepted Zaman’s answer without confirmation. [21]

TIZA’s website requested volunteers to help with the Friday prayers. The website advertised a “rigorous Arabic language program” as well as “an environment that fosters your cultural values and heritage.” It explained the school’s efforts to provide students with a: 

“…learning environment that recognizes and appreciates the traditions, histories, civilizations and accomplishments of Africa, Asia and the Middle East.”

 In an e-mail, Zaman explained the request for volunteers to help with Friday prayers was to ensure that TIZA staff members were not involved in organizing the Friday prayers. However, it is still probable that it was TIZA staff members who planned the website, organized the schedule, and requested the volunteers. It does not change the fact that the prayer services took place in the school building during school hours. According to federal guidelines on prayer in schools, teachers at a public school cannot participate in prayer with students. Zaman admitted that “some” Muslim teachers “probably” attended the prayer session. [22]In the spring, 2008, Minnesota Department of Education began a review, saying that the school must change the way it handles prayer in school and after school busing. Also, under Minnesota State Law, the school was ordered to raise an American flag every day in session. Furthermore, the Department informed TIZA that Minnesota state law requires schools to provide transportation at the end of the normal school day.[23]

Zaman claimed that K-8 school began to receive death and arson threats as a result of media attention, frightening students, so police began patrolling the school. In response to Zaman’s claims and because television reporters went to the school unannounced, TIZA obtained a security system requiring visitors to buzz at the school entrance.

As a result, on Fridays the school began to release teachers and most students at midday. Parent volunteers, or a community member led students who stayed behind in prayer, and those who did not want to pray could read or engage in a quiet activity. From Monday-Thursday, students were given the option of signing up for after school activities including a fee-based Muslim studies course, Boy Scouts, Girl Scouts, or a free secular program.[24]

While it may seem reasonable to say that students can sit out of the prayer, there is enormous pressure to pray within a group. Students who choose not to pray will be noted and stigmatized, potentially leading to problems at home from religious parents who would then feel shamed. Prayer in school is a form of coercion, and would likely lead to problems for non-praying students, and more lax parents within the larger Muslim community. This same coercion would automatically extend to fasting at Ramadan, when food is probably not even available at Muslim schools, and eating in front of fasting students would be viewed as ‘blasphemous.”

Muslims would have us believe that prayer is mandatory at prescribed times, when in fact it is not. Muslims are allowed to postpone their prayers as long as necessary. If prayer is not convenient at a given time, for reasons such as when in the presence of non-Muslims, or at a workplace, or normal public school, etc., Muslims can postpone them. Prayers can accumulate for days on end, but cannot be done in advance. Of course, it in inconvenient to have to do more prayers later, but children could actually wait to do their afternoon prayers when they are at home.

Concerning young female students is the requirement that women do not pray when they are menstruating. In fact, Muslims believe Allah will reject prayers of women when performed during monthly menstruation. Therefore, whenever a female student sits out of a prayer, everyone will know she is menstruating. In a subtle way then, and a gross violation of privacy, all boys and men in the school will know which girls are menstruating and which ones are not. Furthermore, some students may not want to practice Islam and would prefer to live in a Democratic society without Islamic coercion.

Allegations against TIZA are that the school’s main campus was not originally built as a school, and the lease was not reviewed by either the state Department of Education or the state Department of Administration. Also, there are prayers on the walls of the school entry and teachers have participated in student prayer activities. Samuelson said the school used its website to seek volunteers to lead prayers, and that it requires students and staff to dress in attire that conform to Islamic religion. He also said the school issues a handbook instructing staff to not discuss what goes on at the school.

Federal guidelines do allow students to organize prayer groups in public schools, but teachers and school employees may not compel students to pray or actively participate in student prayer. Samuelson noted that the Minnesota ACLU has sued other public school districts for promoting Christian sects. It has sued cities around the state for violating the separation of church and state clause of the First Amendment, including the city of Duluth for putting a Ten Commandments monument on the city hall lawn. [25]

Saudi-associated organizations hold the mortgages of 70% of America’s mosques. Along with financing comes control over many, if not all, aspects of the mosque. For example, Saudi/Wahhabi authorities are able to influence the selection of their imams, their training, the Korans and other materials they use, their sermons and programs for mosque schools.[26]

Aside from charter schools, another serious concern is Saudi Arabian government run schools. The Saudis run nineteen international schools including The Islamic Saudi Academy (ISA) in northern Virginia. Chaired by the Saudi ambassador to Washington, the school shares the embassy’s employer tax number under the name of the “Royal Embassy of Saudi Arabia.” Since 2003, The United States Commission on International Religious Freedom (USCIRF) has issued four reports warning that the school’s textbooks contain intolerant language that indoctrinate students with Islamic supremism, polarization, and incitement. The Saudi government agreed to remove disparaging references, but in 2008, passages still clearly pressed readers to commit acts of violence.

According to a June 11, 2008 article by the U.S. Commission on International Religious Freedom, a twelfth-grade textbook the school uses defines just cause for killing in the case of:

 “…unbelief after belief, adultery, and killing an inviolable believer intentionally.”

 Saudi Wahabbi interpretation of Islam identifies Christians, Jews, Hindus, Buddhists, Shiite Muslims, and Sufi Muslims as major polytheist religions. Another twelfth-grade textbook describes:

 “…major polytheism makes blood and wealth permissible,”

 Non-Muslims can be exempt from the cruel and unusual punishment if they have certain agreements with the Islamic governments such as American businesses in Saudi Arabia, as described in a ninth-grade textbook:

“It is not permissible to violate the blood, property, or honor of the unbeliever who makes a compact with the Muslims. The blood of the mu’ahid is not permissible unless for a legitimate reason…the mu’ahid is an unbeliever who contracts a treaty with a Muslim providing for the safety of his life, property, and family.”

 The implication is that violence against non-Muslims is lawful unless an agreement is effective. Such agreements for loyalty are exemplified by American oil companies operating in Saudi Arabia, financial institutions that provide Shari’ah compliant products, politicians and agents who lobby for Saudi causes such as Jimmy Carter and Bill Clinton, and Barrack Obama. It is reasonable to conclude that even George W. Bush’s lack of immigration enforcement and open borders was an agreement to keep America safe from attack.

The U.S. Commission on International Religious Freedom has long called for Saudi Arabia to be designated a “country of particular concern,” for systematic violations of religious freedom. Expressing concern over promotion of religious intolerance, and religious-based violence in textbooks used in Saudi Arabia and at Saudi schools abroad, the Commission has urged the U.S. government to press the Saudi government to promote tolerance since 2001. The Universal Declaration of Human Rights bans discrimination and incitement, and specifically provides that education: 

“shall promote understanding, tolerance and friendship among all nations, racial or religious groups…”

 The Declaration specifically provides that: 

“The child shall be protected from any form of discrimination on the ground of religion or belief. He shall be brought up in a spirit of understanding, tolerance, friendship among peoples, peace and universal brotherhood, and respect for freedom of religion or belief of others. . .” 

It is shocking that high school students in the United States are among those discussing when, and under what circumstances killing non-Muslims is allowed. The U.S. government must ensure that the Saudi government reviews and revises the globally distributed books. The U.S. government should insist that the Saudi government behave as members in good standing of the international community, regardless of the huge amount of world market dollars they may control.[27]

Ayad Al-Qazzar, a Muslim apologist, so called ‘worldly’ expert and frequent speaker in Northern California school districts promoting Islam and Arab causes

 helped write a 540 page Arab World Notebook that was distributed to over 10,000 teachers, reaching 25 million students. The Arab World and Islamic Resources (AWAIR) is a proselytizing non-profit organization that conducts teacher workshops and sells supplementary materials to schools in an effort to promote Islam.

The Textbook League in Sausalito, California is a resource for middle school and high-school educators. It lists readings, resources, and so-called lesson plans in a two-version publication aimed at teachers. A 1998 version of their publication says The Arab World Studies Notebook  is published jointly by the Middle East Policy Council (MEPC) and by the Arab World and Islamic Resources and School Services (AWAIR). The editor of the Arab World Notebook is also the director of AWAIR, a woman named Audrey Shabbas.

The MEPC is a pressure group based in Washington, D.C., known prior to 1991 as the Arab American Affairs Council. Its activities include sponsoring teacher workshops to indoctrinate teachers about the Arab World and Islam.

President of the Textbook League, William J. Benneta investigated MEPC’s Web site, and Arab World Studies Notebook. On the Website page with the same name as the notebook, he read a claim about the Arab World Studies Notebook:

 “…an updated and enhanced version of the Arab World Studies Notebook (1990), a previous work so highly regarded that educators in California were permitted to purchase it with state funding.” 

Bennetta investigated and found the claim false, noting that the Curriculum Framework and Instructional Resources Office (CFIRO) of the California State Department of Education does not appraise content. Therefore, granting approval does not mean that an approved publication is highly regarded. Furthermore, Benneta contacted the administrator of the CFIRO and found that there was no record of ever approving The Arab World Studies Notebook. The Introduction to the Arab World Studies Notebook, states:

 “Believing firmly that teachers are the vanguard of change in any society, AWAIR has taken as its mandate, to impact the very resources chosen and used by teachers as well as the training and sensitizing of teachers themselves.”

 The phrasing “training and sensitizing” actually means subjecting teachers to heavy bombardment of religious and political propaganda, knowing that they have little to zero prior knowledge on the subject of Islam. Bennetta wrote that:

 “The Arab World Studies Notebook is a vehicle for disseminating disinformation, including a multitude of false, distorted or utterly absurd claims that are presented as historical facts. I infer that the Arab World Studies Notebook has three principal purposes: inducing teachers to embrace Islamic religious beliefs; inducing teachers to embrace political views that are favored by the MEPC and AWAIR; and impelling teachers to disseminate those religious beliefs and political views in schools.”

 Bennetta noted further that: 

“The promotion of Islam in the Arab World Studies Notebook is unrestrained, and the religious-indoctrination material that the Notebook dispenses is virulent. Muslim myths, including myths about how Islam and the Koran originated, are retailed as matters of fact, while legitimate historical appraisals of the origins of Islam and the Koran are excluded. Shabbas wants to turn teachers into agents who, in their classrooms, will present Muslim myths as history,” will endorse Muslim religious claims, and will propagate Islamic fundamentalism.”

 A lesson in the Arab World Studies Notebook says that Jesus ‘is an important figure in Islam’ Another lesson plan says that Islam ‘recognizes Jesus.’ It is a fact that Muslims recognize Jesus, yet deny and denounce basic Christian teachings, such as that Jesus was divine and part of the Trinity. Jesus is apparently important enough in Islamic teachings that Muslims are enjoined to not take Christians and Jews as friends (Koran 5:51). They also are enjoined to believe that Christians are perverse (Koran 9:30). And to deny that Jesus was crucified. (Koran 4:157). 

Koran passages reject essential Christian beliefs about Jesus, and Muslim propagandists conceal the Koran’s judgment that Christians and Jews are unfit to be accepted by Muslims as allies or friends.

The prevailing belief of Muslims about Jesus is that Christians are wrong in their understanding of Jesus; and that Jesus, who lived before Muhammad,  was actually a Muslim. Yet, Muslim propagandists in America, strive to create the impression that Islam is congenial to, and a logical conclusion to Christianity while routinely and dishonestly exploiting how Jesus is perceived in the Koran and in Muslim culture.

In the Arab World Studies Notebook, unsupported claims about Muslims in the pre-Columbian New World are completely without documentation or support, leading one to speculate the intended audience consists of teachers who in an effort to keep their jobs, and lacking knowledge of history and religion, will advocate what they are told without question.

One ridiculous and unsupported myth in the Arab World Studies Notebook is that Muslims supposedly reached the New World in pre-Columbian times, spreading throughout the Caribbean, Central America, South America and even Canada. According to the myth, by the time Columbus arrived, the New World was full of Muslims. English explorers supposedly met Iroquois and Algonquin chiefs who had names like ‘Abdul-Rahim’ and ‘Abdallah Ibn Malik!’ Shabbas does not cite any sources to support the claims and does not reveal names for the English explorers.

The Arab World Studies Notebook is full of unqualified statements such as the one on page 27 that states, “As is well known, the Qur’an was revealed through the Prophet Muhammad . . .” It does not say how it is well known, or by whom it is well known. In fact, in America, a country where 80% of the population claims to be Christian, it is neither well known nor mainstream. It is however, recognizable to Christians as Islamic-fundamentalist myth.

The Arab World Studies Notebook states, “The Koran is the last link in a chain of revelation going back to time immemorial, even to the very origin of humankind.” Muslims believe the Koran is a miraculous revelation channeled through Muhammad, who was illiterate. Left to memory for centuries, it is not known how many versions of the Koran were written and rewritten before an accepted version was assembled, or who actually wrote them down.

Another myth in the Arab World Studies Notebook is that the Koran condemns wars of “territorial conquest.” No doubt, Muslims would prefer peaceful conquests, however the book says that from the 8th through 13th centuries, Arabian Muslims built a great empire that “extended across North Africa, the Middle East, and Central Asia, from Spain to the borders of China.” It does not say exactly how the conquest took place or acknowledge that thousands of churches, temples, and civilizations were destroyed in the process, or that 270,000,000 non-Muslim lives were lost in nearly 1400 years of violent jihad.[28] [29]

Americans will not tolerate loss of freedom for subversive ends through trickery and deceit. Yet a stealth movement is rapidly seeking to impose objectionable “Shari’ah Law” in place of Democracy and the Constitution.

According to Lebanese born terrorist expert, and founder of ACT! For America, Brigitte Gabriel, 

“For the last 16 years, Saudi Arabia and the Gulf states … because of the money coming from the oil,  have been pumping millions of dollars into our universities appointing Arab professors who are anti-American, and anti-Israel, have been basically brain-washing our students to believe we (Americans) are the problem.”

 “The children, who have been educated in American universities for the last 16 years, have graduated and are now working … not influenced … by our patriotic education as Americans, but they have been influenced by Arab thinking … and hatred based on revenge.”

 The evidence of such brainwashing is an attempt to raise our children against us and force them to ultimately live in dhimmitude. Many responsible groups and individuals aware of the treacherous violations of freedom are aware that an attempt to undermine our society is underway. Western free thinkers will never stand for such a breach in conscience and it will be exposed and stopped as historical fact and geopolitical reality  inevitably lead to differences in culture and religion. Forced multiculturalism and political correctness provide fertile ground for hostilities in an attempt to abolish cherished and established standards of the hosting culture, which in this case is America.


[1] Fende, Hillel; “Saudi Infiltration into U.S. Education,” Israel National News, September 2008, http://www.israelnationalnews.com/News/News.aspx/127663

[2] Shapiro, Ben; “King Fahd’s Plan to Conquer America,” December 20, 2002, http://www.campus-watch.org/article/id/408 

[3] Kaplan, Lee; “The Saudi Fifth Colimn  on Our College Campuses,” April 5, 2004, http://www.frontpagemag.com/readArticle.aspx?ARTID=13551

[4] Esposito, John and Algar, Hamid; “The Fifth Column [On Middle East Studies, Title VI, Saudi Funding], The Conservative Jedi Blog, January 23, 2008,  http://conservative-jedi.blogspot.com:80/2008/01/fifth-column.html & http://www.campus-watch.org/article/id/4725

 [5] Shapiro, Ben;“King Fahd’s Plan to Conquer America,” http://www.campus-watch.org/article/id/408

 [6] Emerson, Steve; The American House of Saud: The Secret Petrodollar Connection, Chapter 15, p.292, Franklin Watts Publisher, 1985 

[7] Richard, Riley W., Secretary of Education; Archived Letter to American Educators, http://www.ed.gov/Speeches/08-1995/religion.html 

[8] Schroeder, Jen, “Islam, A Simulation Handout,” http://www.blessedcause.org/islam.htm

 [9] Lynne, Dianna; “Islam Studies Spark Hate Mail, Lawsuits,” January 16, 2002 http://www.worldnetdaily.com/news/article.asp?ARTICLE_ID=26074

 [10] “Schoolhouse Shari’ah,” September 24, 2009,  http://www.investors.com/NewsAndAnalysis/Article.aspx?id=507056

[11] Shroeder, Jen; “How Clinton Sold Our Children to Islam,” June 26, 2004, http://www.blessedcause.org/proof/Clinton%20Abdurahman%20Alamoudi.htm

 [12] “Islamic Indoctrination Taken to Supreme Court,” June 9, 2006, http://www.worldnetdaily.com/news/article.asp?ARTICLE_ID=50562

 [13] Budianski, Stephen; “The Trouble With Textbooks,” February 2001,  http://www.prism-magazine.org/feb01/html/textbooks.cfm

[14] The Trouble With Textbooks, http://www.troublewithtextbooks.org/

 [15] “Islam in the Classroom: What the Textbooks Tell Us,” http://www.historytextbooks.org/islam.htm

 [16] Unruh, Bob; “Brave New Schools: History Textbooks Promoting Islam,” May 10, 2008, http://www.wnd.com/index.php?fa=PAGE.view&pageId=63872

[17] Sewall, Gilbert T.; “Islam in the Classroom: What the Textbooks Tell Us, American Textbook Council, New York, NY, 2008

 [18] Sharon-Krespin, Rachel; “Fethullah Gulen’s Grand Ambition: Turkey’s Islamic Dagger,” Middle East Forum, Winter 2009 , http://www.meforum.org/2045/fethullah-gulens-grand-ambition

[19] Spencer, Robert; “Muslim Elementary School Welcomed in Minnesota,”  March 13, 2008, http://www.humanevents.com/article.php?id=25470#continueA

 [20] World Net Daily,  “Imams Promote ‘Our Values’ On Taxpayer Dime,” March 15, 2008, http://www.wnd.com/index.php?fa=PAGE.view&pageId=58967

[21] “Teacher Spills Beans About Islamic Classes,” April 9, 2008, http://www.worldnetdaily.com/index.php?fa=PAGE.view&pageId=61129

  [22] Kersten, Katheryn; “Teacher Questions Muslim Practices at Charter School,” May 19, 2008, http://www.startribune.com/local/17406054.html

 [23] Tarek ibn Ziyad Press Release,”  http://kstp.com/kstpImages/TiZA_Media_Statement.pdf

 [24] Lemagie, Sarah; “State Orders Charter School to  Correct Two Areas Tied to Islam,” May 28, 2008, http://www.startribune.com/local/south/19076119.html?page=2&c=y

[25] Furst, Randy and Lemagie, Sarah; “ACLU Files TIZA Lawsuit,” January 22, 2009 http://www.startribune.com/local/east/38034459.html?elr=KArksDyycyUtyycyUiD3aPc:_Yyc:aUU

 [26] Gaffney, Frank; “A Troubling Influence,” December 9, 2003,  http://www.frontpagemag.com/articles/read.aspx?guid=c7cd908b-6d7e-49eb-a0a9-da0a18745a29

[27] June 11, 2008: Saudi Arabia: USCIRF Confirms Material Inciting Violence, Intolerance Remains in Textbooks Used at Saudi Government’s Islamic Saudi Academy, http://www.uscirf.gov/index.php?option=com_content&task=view&id=2206&Itemid=1

[28] Administration; Social Daily News, November 8, 2007I, “Islam: 270,000,000 Million Bodies in 1400 Years,” http://www.socialdailynews.com/2007/11/islam-270-million-bodies-in-1400-years/

 [29] Bennetta, William J.; “Arab World Studies Notebook lobs Muslim Propaganda at Teachers,” October 8, 2003, http://www.textbookleague.org/spwich.htm

September 28, 2009 at 8:12 pm 4 comments

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