Pro-Sharia Indoctrination in Public Schools

The time has come for parents to pull their children out of subversive government run schools. They are better off being home schooled. If islam is going to be taught, students should be taught the truth, not a whitewashed version of islam. And they should be taught the virtues of America and western civilization and its superiority.

Israpundit:

Adopting Pro-Sharia Textbooks in US schools
When states should step in.

Alyssa A. Lappen

One of the books that has been the subject of concern over its pro-Islamic bias.
In August 2011, a Marietta, Ga. 7th grade teacher gave a three-page homework lesson from InspirEd Educators Inc. of Roswell, Ga. to students to help them discuss pros and cons of school uniforms. “Women in the West do not have the protection of the Sharia as we do,” declared a letter from a Saudi wife named Ahlima. “If our marriage has problems, my husband can take another wife rather than divorce me, and I would still be cared for.” She’s glad that Saudi women “have the Sharia.” When parents objected to the assignment’s pro-Islam stance, the school district changed the curriculum.
In 2010, Act for America compiled research from former assistant education secretary Diane Ravitch, American Textbook Council and Textbook League on how 38 public school texts handled Islam; last month, Christian Action Network launched a national campaign warning of bias.While school assignments sugarcoat sharia, the doctrine requires “defense” of community and permits “payback” against perceived enemies like U.S. servicemen and all Israelis, according to influential Muslim Brotherhood jurist Yusuf Qaradawi. Thus a naturalized Kosovo man arrested in Florida Jan. 9 planned an attack to “die in the Islamic way.” The Council on Islamic American Relations (CAIR) has long warned members not to aid the FBI and Muslim Public Affairs Council (MPAC) agents seek more “hate crime” studies — but eliminations of solid counter terror strategies.
Some 22 states and U.S. territories currently maintain central textbook “adoption” standards to either recommend or require specific textbooks for public schools. Textbook adoption originated during Reconstruction to ensure that the Civil War narrative included Confederate views in southern states. In the public free-for-all that ultimately developed, minorities apparently appropriated undue influence. Thus, texts often downplay European history but include material unrelated to the U.S. Some books, for example, tout Mali’s medieval Islamic ruler Mansa Musa and his 1324 trip (with thousands of slaves) to Mecca. But they provide no connection to U.S. history — as none exists.
In the last two decades, sanitized Islamic history and dogma crept into broad use in U.S. public school books thanks largely to Shabbir Mansuri; to advantage Muslims, he maximized the minority role in textbook adoption (and falsely claimed to be a USC-educated chemical engineer). In 1990, he founded the Fountain Valley, Ca. Council on Islamic Education to promote Islam in textbooks and curricula, which he calls a “bloodless” revolution inside American junior high and high school classes. Mansuri derived the idea in 1988, after seeing a textbook disparage physical aspects of Muslim prayer, he says.
Independent review agencies affirm that CIE—deceptively renamed in 2006 as Institute on Religion and Civic Values (IRCV)—powerfully influences U.S. textbooks via state standards it helped to write.

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