Saturday October 1, 2011
I received an article written by Pamela Geller and I found it interesting and I thought I should report it here for you.
Many of us have been calling out and exposing the destructive propaganda war that is being waged in our nation’s classrooms. Time and time again, we find extensive lessons on Islam in the public schools, extolling Islamic misogyny and waxing poetic on sharia and the brutal oppression of non-Muslims and apostates.
Last week, we found that schools across Georgia were Islamizing the curriculum by selling misogyny to children. They were using a lesson plan that glorifies the cloth coffin that Muslims dress women in, as well as polygamy:
My name is Ahlima and I live in Saudi Arabia. … Perhaps two differences Westerners would notice are that women here do not drive cars and they wear abuyah. An abuyah is a loose-fitting black cloth that covers a woman from head to toe. I like wearing the abuyah since it is very comfortable, and I am protected from blowing sand. … I have seen pictures of women in the West and find their dress to be horribly immodest. … Women in the West do not have the protection of the Sharia as we do here. If our marriage has problems, my husband can take another wife rather than divorce me, and I would still be cared for. … I feel very fortunate that we have the Sharia.
A parent, Hal Medlin, complained: “I thought this was absurd. [The teacher] was trying to compare Islamic rules of dress and how they compared to school uniforms, which I thought was a stretch. The principal and the [superintendent] agreed with me … but they wouldn’t agree with my premise that it put Islam in a positive light because of the [statements].”
Of course it put Islam in a positive light. This is not education; this is proselytizing. Bear in mind that these letters are fictitious — propaganda created to soft sell misogyny. It is time our children were taught about the 270 million victims of over a millennium of jihadi wars, land appropriations, cultural annihilations, and enslavements. And the systematic dehumanization of women: honor killings, clitorectomies, and so much more. Where is the caning? Where is the prohibition of women leaving the house without a male family member? Where is the prohibition of women driving?
This document was hosted on a public school district’s official website. When we called attention to it, the lesson was quickly pulled and scrubbed from the web. But I have screenshots of everything, because I knew that as soon as I exposed this dawah (Islamic proselytizing), the school official quislings would scrub this material. And they did — so they know that what they are promoting is wrong.
We are watching the situation closely. We found more ugly lessons. And the school is copping a plea to local media.
Laura Armstrong, a columnist for the Marietta (Georgia) Daily Journal, informed me that Hal Medlin is in Cobb County, a northern suburb of Atlanta, while the lesson plan was on the Website of Henry County, a southern suburb of Atlanta. So this lesson is or was being used in at least two of the most populous suburban counties in Georgia.
Then there was another incident at another school in Georgia just last week. Armstrong wrote me:
According to parents, a coach from a nearby high school, a Muslim American, was invited to at least one class to talk about his trip to Mecca. A parent complained to the principal and a school board member with no result. The excuse is “we’re studying the culture of the Middle East.” But the visitor/lecturer is an American high school coach. His culture is obviously American. So the argument that it’s a “cultural study” and not a religious study holds no water. He was obviously there in the public school classroom to promote and teach about his religion.
This is dawah, a religious mandate in Islam. It is proselytizing. If this is happening in any way in your schools, do not sit idly by. As I describe in my new book, Stop the Islamization of America: A Practical Guide to the Resistance, you must take action. For this is a concerted effort, as I explain in the book. Islamic supremacist groups have for quite some time consulted with public-school textbook publishers and made sure that material presented on Islam is heavily slanted, even to the point of proselytizing. Combine that with the anti-Western multiculturalist bias of the publishers themselves and the result is a large number of public-school textbooks that denigrate Judeo-Christian Western civilization and portray Islam in a glowingly positive light.
Serious pushback is required. Do it. What parents need to do every time the school gives a Muslim, or an imam, an opportunity for dawah is demand that the same accommodation be made for a priest, a rabbi, a Hindu holy man. This must be the knee-jerk reaction. A priest should be invited to speak about his trip to the Vatican and the beauty of Christianity; a Rabbi should discuss his life-changing experience at the Kotel, and how Judaism is the mother of monotheism.
Schools do not want to become religious battlegrounds, but they put themselves in that position when they allow themselves to be used in this way. You are the freedom cop on the beat in your neighborhood. Where you see freedom threatened, fight back. You must shine the light on this indoctrination and raise a ruckus. If we don’t fight for freedom, we will surely lose it.
Concerned American Citizens, parents, principals, teachers, school officials and congressional leaders need to become more aware of the false portrayal of a glorified and peaceful Islam in our educational institutions and act vigilantly to counteract this propaganda. This indoctrination of our young people and liberal intellectuals is part of a broader strategy on behalf of the Muslim Brotherhood and others to dominate our democratic institutions and way of life. Muslim activists are advancing their Islamic Shariah law by a “silent conquer” of our children and youth in three identifiable ways:
(1) Changing their perception about how peaceful Islam is in the textbooks
(2) Pressuring school and University boards to change their governance in order to accommodate “Islamic Shariah practices”
(3) Infiltrating University campuses through student unions under the guise of Freedom of Speech in order to radicalize students
We will offer a set of tools and practices to help those who are interested to put an end to this insidious inculcation.
By: Lona and Peggy, Concerned American Citizens, More commentary will follow.
Infiltration into Fountain Valley 7th grade school curriculum,
By: Mano Bakh – Author- From Terror to Freedom
Islam in our American Schools
The approach is subtle but the plan is in place, the softening of Islam and Mohammad’s words have been the focus for establishing new curriculum within the American school system.
The history about harsh conquests and bloody battles that overpowered Empires for the expansion of Islam has been eliminated. These stories have been replaced with only flowering verses from Koran. The objective is being to show loving conversion by peaceful submission.
Why the need to portray a peaceful submission to young children? Read the Koran and you will understand. The final recruitment will eventually come when grown young men and women will be at peace fighting for the perceived beauty of Islam and Prophet Mohammad’s desire for Islam’s world domination.
At that time it will become a comfortable execution, even though it might demand the Jihadist to perform the final act before submission.
The Koran (3:146): Allah surely loves those who are the Sabireen (Patient).
Patient is part of the Islamic culture. Islam does not invest in grown forests (Adult people). Attention is given to planting a young tree (Children). Children of today can become devoted Muslim adults for tomorrow.
Supplementary information that sugar coats Islam and Islamic history has been included in seventh grade history and social studies texts. This misleading portrayal of Islam history was developed through the efforts of an Islamic activist group, the Council on Islamic Education. The council was founded and directed by a Muslim immigrant Shabbir Mansuri. He does not hold a college degree or any academic qualifications as a historian educator or theologian. His group have been lobbying State departments of education to remove anything critical of Islam from their curriculum frameworks. They have been successful in convincing text book publishers that this group must be allowed to edit their pre-publication text book draft to make sure that nothing offensive to Muslims is present. All major publishers seem to have acquiesced to this man’s pressure to change the image of Islam.
As a former Muslim of Persian decent and knowledgeable regarding the Koran and Hadiths I was asked to speak at School board hearing in Fountain Valley, California, where, protests to differ this questionable information were taking place. This school board district had been providing office space for the Council on Islamic Education since 1993. This is relationship that was considered highly inappropriate by many. The concerned community had provided a credible piece of supplementary instructional material, at no cost, that was to offset the erroneous and propagandized information about Islam. The laws were consulted in regards to the legality of this new curriculum being passed. The local citizens were unfortunately rejected although they made it clear that they would be willing to take the issue to State level if the school board would vote for that option.
Yes, we lost that evening as many concerned Americans are losing all over the country. Once again the insidious growth of Islam inspired me to write the following events of the evening.
The school board parking lot was filled with cars as we pulled into the driveway of school districts main office. My friend from ACT for America had accompanied me to the evening board meeting. Concerned Citizens had invited me to come and speak about the Evil of Islam. I was asked to express my passion but give a logical plea that might postpons the evening’s vote that would allow the virtues of Islam to be written into the seventh grade curriculum.
The school board was not educated in regard to Islamic law “Shariah” and tactics of Muslims who knew how to exert their religious rights in order to invade America’s sacred institutions. We wanted to take this case to Sacramento.
As we maneuvered our car into a parking slot, I looked out of the side window and was shocked to see a large group pf men in robes, women in Islamic Hejab and others wearing T-shirts bearing the words CAIR (Council on American-Islamic Relations), known as Islamic terrorist support front organization. As they walked toward us in mass, a ripple of fear ran up my spine. Immediately I felt as though I was in Tehran during the 1979 Islamic revolution. I remembered the day my car door was wrenched open and I was pulled out and thrown disdainfully, from person to person, until my naval uniform was torn into shreds.
Could this happen again? Of course not I thought, this is America, but I glanced again at the advancing group their stoic silence and expressionless eyes gave credence to their dedicated cause.
I was wet with perspiration when I heard my friend’s voice. His words jolted me back to the reality. *Mano, let’s go! You will be of help tonight. Even though you will only be allowed to speak for two minutes, we all have confidence in you.”
The crack of the gavel announced the beginning of the meeting. Those of us who were there intending to speak insisted on showing our patriotism by saluting the American flag. While we recited those meaningful words the school board members remained seated. Their arrogance made it clear that we were not wanted.
The concerns that were expressed that evening should have made a difference. They were logical protests and well spoken. We waited for two hours while the vote was taken behind closed door. When it was announced that the Muslims were issued the rights that they were seeking there was silence. I was not surprised after learning that CAIR had been renting office space next to the school board offices. What had transpired during the months preceding the school board’s decision making can only be speculated?
As I drove through the dark and winding streets to my hill side residence, I thought about how the evening and the win for Islam. As thoughts raced through my mind, it occurred to me that if someone versed in the Koran and Islamic law “Shariah” would openly educate the American people about the evil side of Islam and how to fight the battles of mushrooming mosques and the rapidly moving Islamic Invasion, there would soon be less wins for Islam. I was suddenly exhilerated because I knew that this would be my destiny.
I vow to be the educator and through this website show my fellow Americans how to protect themelves from an Islamic take over.
Islam is a totalitarian ideology with its own set of laws. They are clearly stated in the Koran. Many Muslims live by those laws. They are called Shariah law and they are in complete disagreement with the United States Constitution.
This Islamic group played their game well and are using the United States constitution to grow Islam from within a great and giving country. Rise up America and together through education we will learn how to protect our freedom from those who will use freedom to destroy us.