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In Montgomery Maryland, right outside our Nations Capital schools have caved in to the Muslim peace. They have switch over to history textbooks that whitewash what is actually happening in the world. One of those textbooks is called Across the Centuries, Daniel Pipes once described the issues with this textbook

  • Distortion: Jihad, which means “sacred war,” turns into a struggle mainly “to do one’s best to resist temptation and overcome evil.” Islam gives women “clear rights” not available in some other societies, such as the right to an education? This ignores the self-evident fact that Muslim women enjoy fewer rights than perhaps any other in the world. (Across the Centuries implicitly acknowledges this reality by blaming “oppressive local traditions” for their circumstances.)
  • Identification as Muslims: Homework assignments repeatedly involve mock-Muslim exercises. “Form small groups of students to build a miniature mosque.” Or: “You leave your home in Alexandria for the pilgrimage to Mecca. . . . write a letter describing your route, the landscapes and peoples you see as you travel and any incidents that happen along the way. Describe what you see in Mecca.” And then there is this shocker: “Assume you are a Muslim soldier on your way to conquer Syria in the year A.D. 635. Write three journal entries that reveal your thoughts about Islam, fighting in battle, or life in the desert.”
  • Piety: The textbook endorses key articles of Islamic faith. It informs students as a historical fact that Ramadan is holy “because in this month Muhammad received his first message from Allah.” It asserts that “the very first word the angel Gabriel spoke to Muhammad was ‘Recite.’ ” It explains that Arabic lettering “was used to write down God’s words as they had been given to Muhammad.” And it declares that the architecture of a mosque in Spain allows Muslims “to feel Allah’s invisible presence.” Similarly, the founder of Islam is called “the prophet Muhammad,” implying acceptance of his mission. (School textbooks scrupulously avoid the term Jesus Christ in favor of Jesus of Nazareth.)

So where do we go from here America? Do we continue to let our children to be taught this False PC view of the World or do demand that our school books teach the truth to our Children? Montgomery has chosen Dhimmitude. Please make sure to look at what your kids are reading. Unless of course Dhimmitude is the future you dream of for your family:

Council: Mongtomery schools cave to pressue with Islam book A new report issued by the American Textbook Council says books approved for use in local school districts for teaching middle and high school students about Islam caved in to political correctness and dumbed down the topic at a critical moment in its history. “Textbook editors try to avoid any subject that could turn into a political grenade,” wrote Gilbert Sewall, director of the council, who railed against five popular history texts for “adjust[ing] the definition of jihad or sharia or remov[ing] these words from lessons to avoid inconvenient truths.” Sewall complains the word jihad has gone through an “amazing cultural reorchestration” in textbooks, losing any connotation of violence. He cites Houghton Mifflin’s popular middle school text, “Across the Centuries,” which has been approved for use in Montgomery County Schools. It defines “jihad” as a struggle “to do one’s best to resist temptation and overcome evil.” “But that is, literally, the translation of jihad,” said Reza Aslan, a religion scholar and acclaimed author of “No god but God: The Origins, Evolution, and Future of Islam.” Aslan explained that the definition does not preclude a militant interpretation. “How you interpret [jihad] is based on whatever your particular ideology, or world viewpoint, or even prejudice is,” Aslan said. “But how you define jihad is set in stone.” A statement from Montgomery County Public Schools said that all text used by teachers had been properly vetted and were appropriate for classroom uses. Aslan said groups like Sewall’s are often more concerned about advancing their own interpretation of Islam than they are about defining its parts and then allowing interpretation to happen at the classroom level. Sewall’s report blames publishing companies for allowing the influence of groups like the California-based Council on Islamic Education to serve throughout the editorial process as “screeners” for textbooks, softening or deleting potentially unflattering topics within the faith. “Fundamentally I’m worried about dumbing down textbooks,” he said, “by groups that come to state education officials saying we want this and that – and publishers need to find a happy medium.” Maryland state delegate Saqib Ali refrained from joining the fray. “The job of assigning curriculum is best left to educators and the school board, and I trust their judgment,” he said.

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