TABITHA KOROL: TEXTBOOK TAQIYYAH
Act! for America created a full report revealing the historical revisionism, omissions, and bias in teaching Islamic doctrine in our schools, the religion, dogmas, their supercessionist role in the world, innate anti-Semitism, and unending war to conquer Western civilization. Islamic instruction is on the increase in accredited schools, teaching hate, diminishing the values of Christianity and Judaism, and are beginning to raise some parental claims of proselytization and indoctrination. The following samples were taken from hundreds of treacherous textbooks, authorized for all grades in American classrooms nationwide.
History of Early Islam, Muhammad and Jerusalem
The Qur’an tells the story of the Night Journey in which a winged horse took Muhammad to Jerusalem. Teachers Curriculum Institute, History Alive! The Medieval World and Beyond, 2005, p. 87.
Jerusalem, the holiest city to Judaism since the 10th century BCE, is mentioned 823 times in the Hebrew Bible (including 154 times as Zion); and 161 times (including 7 times as Zion) in the Christian Bible; and never mentioned in the Qur’an. By contrast, Jerusalem had no connection to Islamic prayers, Muhammad, or to being a cultural or political center. It wasn’t until 715 AD, when the Umayyad sect built a second mosque on the Temple Mount in Jerusalem and called it the Furthest Mosque (Al-Aqsa) that a strategic connection was given to Muhammad, a century after his death and the Qur’an.
Muhammad and Medina’s Jews
In Medina, Muhammad displayed impressive leadership skills. He fashioned an agreement that joined his own people with the Arabs and Jews of Medina as a single community. These groups accepted Muhammad as a political leader. As a religious leader, he drew many more converts, who found his message appealing. McDougal Little/Houghton Mifflin, World History — Patterns of Interaction, 2007, p. 265.
The books revise history with fabricated, deceitful statements. When Muhammad tried and failed to convert the Jews from their centuries-old beliefs, he was outraged, exiled two Jewish tribes and destroyed the third, beheading the men and selling the women and children into slavery. He decreased Judaism’s influence by changing prayer direction from Syria (Jerusalem) to Mecca, changed the prayer day from Saturday to Friday, and renounced the Jewish dietary laws (except for the prohibition on pork).
Status and Treatment of Christians and Jews under Islam.
Shari’a law requires Muslim leaders to extend religious tolerance to Christians and Jews. Mc Dougtal Littell/Houghton Mifflin, World History — Patterns of Interaction, 2007, p.268
The Muslims were extremely tolerant of those they conquered, as long as they were ‘people of the book.’ The Muslims allowed Christians and Jews to keep their churches and synagogues and promised them security… Houghton Mifflin, Across the Centuries, 2003, p.66.
The “Religion of peace and tolerance” is neither. The Qur’an calls for Muslim submission to Allah, their own and others’ — to subdue and oppress people of other religions, inspiring an aggressive history of Islamic conquest. The Arab and Muslim world is obsessed with a virulent, genocidal hate against Jews and gives no rights to Jews within any Muslim-ruled land. The Qur’an refers to the People of the Book as apes, pigs, dogs, farther astray than cattle, and imposes countless restrictions and obligations on the conquered. Religious minorities diminished under Islam by persecution, discrimination, conversion, or escape. The vanquished were prohibited from building or repairing their houses of worship, from bearing arms, riding horses, wearing shoes in town, giving testimony in court. They were required to wear distinctive clothing and hairstyles to show their inferior position, and either pay a poll tax or relinquish their children to conversion. Tens of millions of conquered Hindus, Buddhists, Baha’i’s and atheists faced death when they did not convert. Islamists in Somalia are beheading Christians now.
Jihad and the Early Islamic Conquests: The Meaning of “Jihad”
An Islamic term that is often misunderstood is jihad. The term means ‘to struggle, to do one’s best to resist temptation and overcome evil. Under certain conditions, the struggle to overcome evil may require action. The Qur’an and Sunna allow self-defense and participation in military conflict, but restrict it to the right to defend against aggression and persecution. Houghton Mifflin, Across the Centuries, 2003, p.64.
Jihad means “struggle” in Arabic, but “holy war” in Islam. The Qur’an insists on warfare to make Islam and Allah supreme: Surah 9:5: Muslims to “fight and slay the Pagans…seize them, beleaguer them …lie in wait for them…. Surah 9:29: Muslims to make war upon “People of the Book”…until they pay the Jizya with willing submission.” Muslim armies forcefully invaded, persecuted, and conquered lands that were once non-Islamic. Twenty nations account for over 95 percent of the world’s Islamic terrorist activities, with the top four, Iraq, Afghanistan, Pakistan and Somalia, accounting for over 75 percent of the world’s total. Armed with weapons and tools of destruction against ancient shrines, Islamists are destroying antiquities in Timbuktu, endangering rare texts on science and mathematics, some dating back to the 13th century. Palestinians are demolishing the understructure of the Temple on the Mount.
McDougal Littell/Houghton Mifflin, World History — Patterns of Interaction, 2007. In every textbook reviewed, Islamic imperialism is diligently omitted. Issues of Muslim aggression are avoided entirely and early conquests are presented in a positive or (at worst) neutral manner. Criticism is never expressed or implied. Many textbooks express approval and/or offer false justification for Muslim wars of aggression.
The Role of Women
The Qur’an granted women spiritual and social equality with men. Believers, men and women, were to be friends and protectors of one another. Women had the right to the fruits of their work and to own and inherit property. … Islamic teachings did account for differences between men and women in the family and social order. Both had duties and responsibilities. As in most societies of the time, however, men were dominant in Muslim society… The Quran allowed Muslim men to have more than one wife, but no more than four… Women had the right to freely enter into marriage, but they also had the right of divorce under some circumstances… Glencoe/McGraw Hill, World History 208, p.203.
The paragraph is blatantly spurious, as women have no social or legal equality with Muslim men in their society. Under Shari’a law, women must cover themselves head to toe, including faces sometimes; are subjected to restrictions and legal disabilities; may be genitally castrated; may not leave the house unescorted; may be abused and beaten by their husbands; must accept polygamy and child marriage; may be whipped or stoned to death if men declare them deserving. A woman’s testimonial value in a court of law, her rights to divorce and own and inherit property are valued at half the man’s.
Islam and Slavery: Early Muslim Slave Trade, Muslim Role in the Atlantic Slave Trade, and Slavery Today
With rising prosperity in the Middle East and Asia after the 700s, slaves came to be in demand. Some African states exported slaves. Between 1200 and 1500, about 2.5 million Africans were taken across the Sahara or the Red Sea bound for slavery. Houghton-Mifflin, Boston, MA, Across the Centuries,2003, Unit 3, Chapter 5, Lesson 5.
Muslim complicity in the slave trade is either denied or the extent and magnitude are vague, yet continue their 14 centuries of African enslavement of 140 million, with 80% lost en route. This is based on port and ship logs and eye-witness reports. The Islamic slave trade began nearly eight centuries before the Atlantic trade. The Mohammedans enslaved two women for every man (sex exploitation and military service), while the Western slave trade, lasting three centuries, enslaved two men for every woman (for agriculture and household employment). The Mohammedans, aided by their converts, institutionalized, refined, and religiously sanctioned their jihadi wars to plunder, slaughter, subjugate, and rape, and legally permitted heinous treatment. The Qur’an devotes more verses to the right to have sex slaves than it does to daily prayers.
The Holocaust
The Zionists wanted the land of ancient Israel to be a home for the Jewish people. Many people had been shocked at the end of World War II when they learned about the Holocaust, the deliberate killing of 6 million European Jews in Nazi death camps. As a result, sympathy for the Jewish cause grew. In 1947, the United Nations (UN) resolution proposed that the Palestine mandate should be divided into a Jewish state and an Arab state. The news then proclaimed the state of Israel on May 14, 1948. Glencoe/McGraw Hill, World History, 2008, p.996.
The material is misleading, omitting historical information about Zionism and the continuous Jewish presence on this land since Biblical times. It implies that the UN resolution resulted from the Holocaust rather than because Britain chose to end the Mandate.
Zionist leaders worked with the Nazi government to establish training camps in Germany to prepare immigrants for their futures in Palestine. Chelsea House, the Palestinian Authority (a volume of The Creation of the Modern Middle East), 2003, p.82
This suggests that Jewish Zionists collaborated with and caused the Holocaust against their own people, murdered them to drive them out of Europe to overtake Palestine. Holocaust denier Mahmoud Abbas’s The Other Side: The Secret Relationship between Nazism and the Zionist Movement (1983) wrote ” …the Holocaust was “the greatest of lies” perpetrated by the Jews and, if there was a Holocaust, the Zionists were behind it.” This follows a trend of lies and accusations, just as Imam Rauf blamed Jews and Americans for the destruction of the Twin Towers, also blaming President Bush and the Mossad at times.
The textbooks are insinuating Islam into Western culture, using taqiyyah — their own misinformation for their own purposes. Jihad is omitted or incorrectly defined; women’s rights are mischaracterized; the slave trade is attributed to Europeans; Muhammad’s character is elevated above accepted historical facts; Muslims are painted as peaceful or victims instead of the vicious conquerers they are; conquest and imperialism are minimized; Islam’s historical tolerance of Christians and Jews is false; the application of Shari’a law to non-Muslims is altered; the Crusades narrative is false. The British Mandate and UN Resolution 181 are omitted, as are the Peel Commission and the Arab rejection of every peace proposal. The historical development of the three major religions is chronologically revised, with Islam presented as best; Islam’s new claims are that Moses and Jesus were Palestinians. Israel’s origin is attributed to world guilt, thereby completely discrediting the Jewish people’s ancient ties to their homeland and the creation of the Jewish State, and maps often exclude the Jewish State. Arabs’ refusal to accept partition is omitted; claims of terrorist organizations’ roots in the Arab-Israeli conflict are inaccurate, and much more. The books portray Muslims as superior to Jews, Christians, and the United States, and seduce the students away from their duty to our country, our Constitution, and proper conduct. The books prevents critical thinking, prevent freedom of speech, and they are seditious.
These textbooks are produced by Chelsea House; Glencoe/McGraw Hill, Holt, Rinehart and Winston; McDougal Littell, Pearson Prentice Hall, and Teachers’ Curriculum Institute. Citizens and school boards must reveal the schools, deactivate their accreditation, stop the Saudi funding, and immedieatly replace these books with revisions to reclaim the minds of our children.
In addition, new relations are established between Arab groups and US universities, such as the recent connection between Northeast Ohio Consortium for Middle East Studies (NOCMES) and several Ohio universities, Oberlin College and Hathaway Brown, a private girl’s school, all funded by the Carnegie Corporation and a Muslim Brotherhood affiliate, and certain American public schools are mandating Arabic studies in lower grades. Financed by Qatar Foundation International (QFI) and the Global Language Project, and affiliated with the Research Center for Islamic Legislation and Ethics, all Muslim Brotherhood affliates, the program is an immersion in Islam for American children. Bolstered by Channel One Network, it reaches far beyond mere language. Another recent report publicized the more than 120 Islamic Fundamentalist Gulen charter schools throughout the US. New teachings include that Moses and Jesus were Palestinians.
Post script: On July 5, 2012, Rep. Keith Ellison (D-MNO) and Rep. Andre Carson (D-IN) told their audience at the ICDNA-MAS convention (Islamic Circle of North America) that madrassas should be the paradigm of American schools. The goal of the ICNA and 29 other like-minded organizations, according to a 1991 Muslim Brotherhood document, is:
“…their work in America is a kind of grand Jihad in eliminating and destroying the Western civilization from within and ‘sabotaging’ its miserable house by their hands … so that … God’s religion [Islam] is made victorious over all other religions.”Islam is at war with America and we are in the throes of Shari’a compliance, endangering the very existence of our nation. As American citizens, we must be sure that our schools do not now and never shall use this material as their textbooks.
Note: With special appreciation to ACT!forAmerica for their research and report, which may be read in its entirety at www.ACTforAmericaEducation.org. “Executive Summary, Education or Indoctrination? The Treatment of Islam in 6th through 12th Grade American Textbooks.” From the information provided, I have selected certain quotations for reference, their textbooks, publishers, and page numbers.
© Tabitha Korol
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