Posts filed under ‘Special Privileges for Muslims’

Video Explains How Slave Girls Are Good For Muslim Men

The woman in this video justifies and hopes for the taking of non-Muslim slave girls for Muslim men, because the only way for Muslim men to avoid forbidden sexual relations is to own a non-Muslim slave girl!

June 17, 2011 at 9:30 am 1 comment

Is Islam a Religion, a Political System, or Both?

Is there a backlash directed at the Muslims in America after 911, and after the recent developments surrounding the Cordoba (or Cordova) Project? Maybe so, but why? Most Americans do not care if Muslims pray five times a day to a god named Allah, recognize their prophet of choice, fast during Ramadan, pay a religious tax, or make a pilgrimage to Mecca. It is not the five tenets of Islam that Muslims “believe” that have Americans alarmed.  But, as any “good” and “moderate” Muslim will boast, Islam is more than a religion.

Classifying Islam as a religion is a fundamental error that Americans must understand if we want to preserve the Constitution of the United States. 

Equivocating Islam with other world religions is erroneous because at the core of Islam is a Political Doctrine called Islamic Shari’ah Law. Shari’ah Law and its Caliphate make Islam a political system that mandates specific religious ritual, punishment, and obedience.  It is against Shari’ah Law for a Muslim to have any other religion than Islam.

Islam is a Political Doctrine that is ruled by Shari’ah Law based on the Quran, and recognizes Islam as the only legitimate religion. The Political Doctrine of Islam is enforced with mandatory requirements and rituals, which the negation of supposedly leads to hell, often after dishonorable chastisement, bodily punishment, torture, or even death by stoning and decapitation. This is how Muslims stay entrapped and controlled within the Islamic political system. They fear each other, they fear rejection, they fear punishment, and they fear hell.

The truth is, “good” Muslims think they will go to hell if they do not do their individual part, no matter how benign or abhorrent it may seem, in helping takeover the whole world. As a group known as the ummah, they indeed use all of those methods. And they will say anything necessary, as it is required by Shari’ah Law, to accomplish the goal of world conquest. Non-Muslims must realize that he or she is not equal to a Muslim under Shari’ah Law. Under Shari’ah Law, non-Muslims are considered to be unworthy by God, dirty, discredited from the start,  inferior, and not respected.

The Quran is the only constitution of Saudi Arabia, which is the home of Mecca and the Kaaba, where all mosques point, where every Muslim faces during prayer, and where non-Muslims are not allowed. The Quran demands submission by everyone in the world, by any means necessary, claiming Islam existed prior to all other religions, and is superior to any form of government ever made by man. The Quran governs all mosques in the world, even those in the United States. Ditto for Iran, however, the Iranians (Shiite) and the Saudis (Sunni-Wahhabi) disagree with each other on the Caliphate lineage, and thus their fundamental superiority and rights.

Fortunately, no version of Islam has ever been able to enforce its manifesto on the entire world. However, all of Islam still justifies any means necessary to meet that goal including threat, infiltration, violence, terrorism, coercion and deception in a 1400-year-long Universal Jihad. They even work against  each other, as we well know. When a Muslim uses politically correct speech, he or she will usually say that Muslims abhor violence. But that does not mean that they will not resort to violence or other political and financial persuasion after issuing an “invitation to Islam.” If a Muslim dislikes violence, it is still required if all else fails. In fact, the Quran tells them to do just that, while giving encouragement by promising paradise in return.

It is against Shari’ah Law to refer to God with any other personal name than “Allah.” When Muslims say that all Christians in Muslim countries refer to God as Allah, one has to read between the lines. What is really being said is that it is against Shari’ah Law to call God by any other personal name. Therefore non-Muslims in Islamic countries like Saudi Arabia and Iran call God by the personal name Allah, because the Koran serves as the supreme law of the land there. If anyone dared associate another personal name with God, such as Jehovah or Jesus, they would be guilty of a crime. So in that respect, it is completely true and understandable that Christians refer to God as Allah in the Middle East.

Mecca was captured by Islam in a military invasion in 630 A.D. after the citizens turned down the invitation to Islam that Muhammed offered them. Upon the final slaughter and conquest, which was after breaking a “peace” treaty, Muhammad delivered an address at the Kaaba (the black box in Mecca where Muslims must make an effort to visit at least one time if financially plausible).  Dressed in military garb and wearing a helmet, according to Ayatullah Ja’far Subhani in his book, “The Message”, Muhammed said:

“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”

With that said, “Allah,” the name of the former Arab pagan moon god (one of many gods worshipped) was declared the only god.   Muhammad overthrew Mecca, declaring all of Islam, anywhere in the world, to be a political and military state against all non-Muslims, regardless of non-Muslim political, geographical, national origins, or religious beliefs.  Muhammed said, “If anyone desires a religion other than Islam (submission to Allah), never will it be accepted of him.” —Quran 3:85

From that point on, Islam spread imperialistically, as a supremacist ideology through force or coercion and usually involved violence. After conquests, Islam claimed some achievements of the conquered civilizations as its own while destroying others, and equivocating the personal name of the Arab pagan moon god Allah” with the indigenous generic pronoun, “God.”

Mosques are the headquarters for political Islamic domination, and every mosque in the world points to Mecca, the birthplace of Islam. The construction of mosques is a required strategy for Islamization. Turkish Prime Minister Recep Tayyip Erdogan reminded Turkish Muslims with the lines of a poem by the Turkish writer, Ziya Gökalp: “The mosques are our barracks, the domes our helmets, the minarets our bayonets and the faithful our soldiers.” Erdogan also told Turkish immigrants in Germany that “assimilation is a crime against humanity.”

With that said, how can Americans ever tolerate the intolerance of Islamic doctrine and Shariah Law?  Contrary to the belief of politically correct narcissists, it is actually against the Constitution to tolerate a political system that denies freedom of religious worship.

September 1, 2010 at 8:14 am 14 comments

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.
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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

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.”
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November 7, 2009 at 5:57 am 1 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

Multi-Culturalism Run Amuk

August 22, 2009 at 8:55 am 3 comments

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