Category: Islam in Textbooks


Gulen’s Islamic terrorist fortress will be put under siege tomorrow in Eastern Pennsylvania by protesters. Armed guards protect the compound.


A protest against Fethullah Gulen and his movement will take place on Saturday, August 31, at Logging Road in Saylorsburg, Pennsylvania. The rally is set to start at 2 p.m. and hundreds of Turkish Americans are expected to be in attendance. The purpose of the event, according to organizer Armagan Yilmaz, is “to warn the American people” about Gulen, “a man even more dangerous than Osama Bin Laden.”

In recent years, Gulen has established over 140 charter schools – – all fully funded by U.S. taxpayers allegedly as a means of indoctrinating American students in his militant ideology.

“Under the pretext of being qualified teachers hundreds of unqualified disciples are brought from Turkey to the United States with an H1B visa to work at these schools,” Mr. Yilmaz says. “These teachers are to return 40% of their salaries to the movement in cash which then funds the movement. This way not only is the funding of the movement illegal but also tax fraud is committed.”

Several countries have outlawed the establishment of Gulen schools within their borders – – including Russia and Uzbekistan. Even the Netherlands, a nation that embraces pluralism and tolerance, has opted to cut funding to the Gulen schools because of their threat to the social order.


Read more at:

Search:  Gulen on this blog to learn more.


Go to this website and see the evidence.

Search the Fox video of this interview on UTube. OR

In Mecca, for the first twelve years of Muhammad’s religion -Islam, Muhammad preached, taught, and quoted the Quran. In that time period, Muhammad gained less than 100 followers.

When Muhammad moved to Medina, he departed from the path of a religious prophet and turned into a crime boss, community activist, political leader, and military commander.

Muhammad’s religion became success only after this change in his leadership direction. When Muhammad directed his followers to begin to ambush caravans, loot the merchandise, enslave the victims, and divide the spoils among the Muslim terrorists, Islam became a religion of organized crime.

Speaking of organized crime, did you know the word Mafia is taken from an Arabic word introduced to the Italians of Sicily, during the 100 years of Muslim opposition? We never hear about that contribution to Western Civilization in American History books. American World Culture textbooks often say that Islam grew quickly by trade. More accurately, by chasing after trade.

As long as, on fifth of booty was given to Allah (Muhammad), the theft of anything from a non-Muslim was encouraged. On the sands or on the seas, this is piracy. As a result, after three years in Medina, Islam grew from 100 to 10,000 men. All types of criminals, thieves, rapist, and murders suddenly came to faith in Allah.

Muhammad also introduced a protection racket. Non-Muslims who were not murdered, raped, or sold into slavery, and who were allowed to live and work among Muslims, were given a contract of protection from death -called Dimmitude. This was an extortion protection racket with a 50% income tax called the Jizya. Centuries later, the Mafia used this same model to build their crime families.

It is no wonder that the most successful recruitment of men to Islam is found in prisons. The Somali Pirates read their Qurans and decided to follow the Way of Muhammad. Islamic Terrorists Camps in the U.S. are funded by Muslim organized crime.

History repeats.

Many may assume that Islamic white washing only happens in World History textbooks.  Not so.

I recently reviewed a commonly used High School textbooks titled U.S. History, Reconstruction to the Present.  On page 729, under a section titled Middle East Conflicts, the textbook states that Israel and the neighboring Arab Nations had been involved in four wars since the 1960s.  No where in the sentence or the paragraph is the truth told that the Arab Nations started all of these wars by attacking Israel.  Omission of facts is a consistent white washing tool of Islamists editors.

On page 786, the same textbook gives an account of the terrorist attacks of 9-11-2001. In the three paragraphs covering this history, the words “Islamic” Terrorists” “Muslim” or “Jihad” are never printed.  Instead, the word hijacker is consistently used. Who these hijacker were is never clarified.  In just three years, students will be reading this textbook who were not born at this time in history.  How are they to know what really happened?

Search on this blog site for “9/11” posts and you will find other examples of textbooks that lie about this horrific event in American History.



The liberal teaching curriculum CSCOPE in their Social Studies lesson plans teache that Allah is God and the Boston Tea Party was Terrorism like 9/11. It is also anti-Christian in content. The curriculum also suggests dressing the girl students up in burqas. See Search: Burqas on this Blog.

Contact your local School Board as I did. Email or Write

Dear Dr. ______________

Has the Board approved, or are any teachers using with their students OSCOPE materials?
OSCOPE is an online, curriculum lesson plan, supplement service for all subjects including Social Studies.

Thank you for your continued help.
Bruce R. Leonatti (Resident of the Norwin School District)

Wow, I don’t even know what to say. I just read a news story by John Griffing on about my very own Hometown High School in Lumberton, TX (Lumberton ISD) making students wear Muslim Burqas as part of a History class this past week. (picture displayed below is from a Lumberton Student taken when they had to wear Burqas in class)

Earlier this Month (February 2013), BEFORE this Burqa lesson was ever taught, I first learned that Lumberton ISD uses CSCOPE and I wrote this article: Lumberton ISD uses Liberal CSCOPE that teaches Allah is God and Boston Tea Party was Terrorism like 9/11
Right after I wrote that article, I went to the Lumberton School Board meeting and spoke to the School Board at the beginning of the meeting. I explained to the school board the problems with CSCOPE and asked them, at least, to have a hearing about CSCOPE and whether or not it should still be used at Lumberton ISD. The school board members did seem concerned and asked the Superintendent questions about CSCOPE. The Superintendent, John Valastro, assured the Board that the CSCOPE program was not used very much and they had not run into any issues with bad lessons getting taught by teacher.
Not even a month after I was assured at the LISD School Board meeting that there were no CSCOPE lesson problems at Lumberton ISD, I get emailed this article from WND with a picture of Lumberton ISD students in Burqas with quotes from students saying they were even told by the teacher that “we are going to change your perception about Islam” and the teacher in the Burqa lesson, according to a student, also said, “I do not necessarily agree with this, but I am supposed to teach you that we are not to call these people terrorists anymore, but freedom fighters.”
The lesson teaches that Burqas are just an alternative dress style that Muslims wear when in reality, women in Muslim countries are oppressed and FORCED to wear these Burqas or face even possibly death. At the end of class, the students were assigned to write a paper about Egypt. According to one student, they were instructed to discuss “how Egypt was a good country until democracy took over, and that things were finally corrected when the Muslim brotherhood came into power.”
I believe Mr. Valastro and do not think he or the School Board deceived me. I do think they probably being deceived though. I do believe there have been bad lessons that have not been brought to his attention and I believe some teachers use, and are even forced to use, CSCOPE lessons on a regular basis instead of just minimally. That is the problem with CSCOPE though. There is no transparency! Everything is online and there are thousands of lessons that teachers can pick to use without even having to get it approved. Some of these lessons ARE bad lessons. Even the Superintendent and the school board did not know about what was going on with CSCOPE at LISD. Hopefully, now that this Burqa incident has happened and will be on the news all across America, there will be some action taken regarding CSCOPE being taught at Lumberton ISD. Yes there are legislative fixes that should be coming this year, but until then, Lumberton ISD should really consider having a hearing or something to discuss CSCOPE being used at LISD and whether or not it should even be used anymore until the problems get fixed.
also read these related articles from the last couple of years:
Lumberton Teacher Chastises 6th Grade Students for Watching Fox News Instead of CNN
Sexually Obscene Play shown Lumberton ISD

In a letter to the editor (2/20/13), a local Pittsburgh Muslim wrote of his regret that a Christian Pastor in Iran was sentenced to 8 years of prison for preaching Christianity to Muslims. Sohail Z. Husain’s letter is titled “Muslims & tolerance.” Mr. Husain defends Islam as a religion of religious tolerance. Using a quote from the Quran, Sura 2:257 “there is no compulsion in matter of faith, because right is distinct from wrong,” Mr. Husain attempts to prove that Islam is a tolerant religion. Those who understand the correct interpretation of the Quran know that this verse has been abrogated or removed from practical application by later verses of the Quran. The Islamic rule is that later verses override earlier verses if the two contradict. The later verses of the Quran are never tolerant of other religions. The evidence of this we see every day in the news. But this is not a debate over the concept of abrogation.

The question is this. Are Mr. Husain’s understandings of the verses of the Quran ignorance, deception or a conspiracy with the media to present Islam as something it is not –tolerant?

Ignorance: Believe it or not, many American Muslims do not know what their own religion believes. They do not know the history of Muhammad and his actions. Many Muslims are Muslim in name only. Mr. Husain may belong to a peaceful sect of Islam, but his views of Muslim tolerance are not main line Islam.

Deception: The Quran teaches holy lying. If a Muslim is in a minority status in a population, Muslims are permitted lie to insolate themselves from any negative reactions.

Conspiracy: The American news media is invested in presenting Islam as a tolerant religion. The textbooks of the public schools advance this falsehood in every classroom. This letter to the editor is just another stealth jihad attack upon the minds of the American population.

My conclusion is that this letter is all three. Ignorance, Deception, and Conspiracy

On this Blog, search the words tolerance and deception to find evidence to support my comments.

Boston Public Schools Expose Students to Islamist Lies

Posted on December 8, 2012
The Wellesley Middle School was caught in a nasty controversy when my organization, Americans for Peace and Tolerance (APT), released a shocking video of a student trip to the Roxbury megamosque.
Viewers could see mosque staffers teach the students unadulterated propaganda – among other things, that Muslim women got the vote before women in the West. They also saw Wellesley boys prostrating themselves to Allah alongside Muslim men. The controversy was covered extensively on Boston TV and radio, and the video was seen by almost 500,000 people on YouTube.
As a result, Wellesley schools no longer visit that mosque. Good. But we also asked Wellesley school administrators to go back to the students and correct the false information they were taught, and then to explain what propaganda is.
They refused, and as far as we know, a class full of Wellesley students still believe these falsehoods and don’t know they were lied to. Why are school administrators afraid to tell the truth?
Now, the Newton public school system is enmeshed in a similar controversy about deceptive lessons concerning Muslim women. This time there is an anti-Semitic theme. As with Wellesley, the Newton school administrators are refusing to tell the children they were lied to.

It began when a Newton parent learned that his daughter was being taught – in a school handout — that Israelis incarcerate, torture and kill Palestinian women.

The material came from “The Arab World StudiesThe Arab World Studies Notebook Notebook,” which has been condemned by serious educators as blatant propaganda. How did this get into the curriculum?

Margo Einstein, Newton’s pro- Jewish “community organizer,” sparked a growing and organized effort to challenge the Newton schools. She has gathered a team of parents and researchers to review the textbooks and circular materials that are being used to teach about Arabs, Jews, Muslims and Christians in our schools.

As a taxpaying Newton resident, I was allowed to address the School Committee last week. A summary of my remarks (below) sketches out the problem and should give enough examples to make us all concerned:

Teachers in the Newton schools gave students a handout that defamed Israel’s Jews as monsters and savages who imprison, torture and kill Palestinian women. This is not only untrue, the opposite is true, that is, if you want to give students truly horrific examples of violence, murder and intolerance in the Middle East, you have all you can possibly want in Palestinian, Arab and Muslim behavior and history. And not just history – just review the violence of the Arab Spring, the daily slaughter of civilians in Afghanistan, Iraq and Syria.

But as the Newton schools are guided by what is politically correct, our students cannot learn about any examples of non-Western misconduct. (You are programming our students not to judge the “Other” – only people like us.)

For example, Arabs today have black slaves in Sudan and Mauritania.

But you cannot teach that truth. It does not fit the politically correct narrative, that evil in the world comes from white Europeans – and everyone else is a victim. If you point out the obvious, you are a bigot, blaming the victim.

Newton students come from a culture that would not normally abandon blacks who are enslaved today. Nor would they abandon women or gays who are oppressed, but your politically correct education ensures that our children will not learn about the plights of these people in the Islamic realm, or anywhere outside the West for that matter – or that they will be afraid to speak about it. You will have taught them that.

But you (Newton schools) did give students ‘A Muslim Primer,’ which touts as the best guide to understanding Islam and human rights, by the Egyptian scholar Sayyid Qutb. But it turns out that Sayyid Qutb is the intellectual father of the Muslim Brotherhood. His books are filled with calls for Jihad against Christian, Jewish and secular Muslim societies. The book you gave them promotes the man who inspired Osama bin Laden.

Women in the Muslim world are third-class citizens. But nobody will explain this in Newton to our students. It’s taboo.

Instead, Newton North students have been given handouts describing the Muslim world as, I kid you not, ‘a world where womanhood reigns supreme,’ where women are freer than Western women, who apparently ‘have less control over their destiny.’

Gays are hanged in public squares in Iran, and Christians are besieged by mobs in Cairo, driven from Iraq and terrified in Damascus. But these essential facts are not politically correct and therefore taboo in Newton schools.

Newton students have a text called ‘World History/Human Legacy,’ which teaches that Mohammed shared his preaching with the Jews of Yathrib.

But the book doesn’t say that when the Jews rejected Mohammed, he beheaded the men in front of their families and took the terrified Jewish children and women as slaves.

In Newton, students read from a book called ‘Islam: the Straight Path,’ which calls the Torah and the Gospels degenerate and perverted.

You eliminated the ‘Arab World Studies Notebook,’ after we protested.

But if this poison, and so many others things we could point out to you, have penetrated your filters, we cannot be asked to trust you. We want to see what you are teaching our children. Yet, counter to your own rules, you have refused.

You have not, as far as we know, corrected the defamation of the Jews that you brought into the classroom. So Newton students may continue to believe that the Israelis torture and murder Palestinian women.

You did not investigate how this happened so that you can search out and eliminate other poisonous texts. You have not warned other school boards that this happened to you. You should have been shocked and apologetic. Instead, you want us to go away.

So: We want to know what you are teaching our children. Making us jump through hoops, treating us like this, is indecent.

I believe that the School Committee is composed of intelligent, well-meaning individuals. I also believe they are unaware of the cultural and political bias that permeates much of education today.

They may be guided by a desire to increase American students’ understanding of global issues but their efforts have been hijacked to promote false narratives and a lethal agenda. I urge the School Committee to make all syllabus and curricula openly available to the parents and taxpayers of Newton. In the age of the Internet, there is no excuse to hide what is being taught to the next generation.

Note: This article was penned by Charles Jacobs for The Jewish Advocate and cross posted from Radical Islam.

Bernard Lewis., Islamic Apologist
Bernard Lewis’ books are in your child’s School Library. I have been there, and I have seen them. You can also see them online at your school’s web site. Check them out after reading the below article.

Accrued over a distinguished career of more than six decades of serious scholarship, Bernard Lewis clearly possesses an enormous fund of knowledge regarding certain aspects of classical Islamic civilization, as well as valuable insights on the early evolution of modern Turkey from the dismantled Ottoman Empire. A gifted linguist, non-fiction prose writer, and teacher, Lewis shares his understanding of Muslim societies in both written and oral presentations, with singular economy, eloquence, and wit. These are extraordinary attributes for which Lewis richly deserves the accolades lavished upon him.

But as I will demonstrate, Lewis’ remarkable contributions are diminished by yawning gaps in his expressed understanding of Islamic Jew-hatred, and the overall condition of non-Muslims vanquished by jihad, and living as so-called “dhimmis,” under the restrictive and humiliating mandates of the Sharia. Ultimately, Lewis takes the rather dogmatic (and apologetic) positions that Islam is devoid of theological Antisemitism, and dhimmitude has never existed as a Sharia-based Islamic institution. Lewis’s views on Islamic Jew-hatred and (for Jews, the conjoined institution of) dhimmitude, are doctrinally and historically untenable, as the evidence I adduce will make clear. Moreover, Lewis’s apologetic tendencies must have been attractive to the Muslim Brotherhood/Saudi Wahhabi front Institute of Muslim Minority Affairs, and its pseudo-academic Journal of Muslim Minority Affairs (JMMA), which has been an Abedin family enterprise since 1979. Regardless of whether Lewis was a willing dupe, or not, he served on the editorial board of the JMMA for some 14-years, from 1996 to 2010, despite the fact this “academic” journal was, and remains, a thinly veiled mouthpiece for Sharia supremacism.

These critical limitations of his scholarship and judgment have implications which must also be recognized by all those for whom Lewis remains an iconic source of information, and advice, especially policy advice.

The late Orientalist Maxime Rodinson (d. 2004), a contemporary of Bernard Lewis, warned forty years ago of misguided modern scholarship effectively “sanctifying” Islam:
Understanding has given away to apologetics pure and simple
Lewis’s bowdlerized 1974 summary portrayal of the system of governance imposed upon those indigenous non-Muslims conquered by jihad is a distressing, ahistorical example of this apologetic genre.
Read more of the evidence at:

Important events seem to happen around significant dates in history today maybe one of those dates for National Socialists (aka NAZI) and the Muslim Brotherhood. The Muslim Brotherhood is a National Socialist organization that was founded in Cairo, Egypt in 1928 and joined forces with the Adolph Hitler in 1933 as they were bonded together by their mutual hatred of Jews. Muslim Brotherhood leader the Grand Mufti of Palestine worked during WW II alongside Hitler on the ‘Final Solution’ for Jews and provided several divisions of Troops for the Balkans to fight against the Russians during the war.
Following the war thousands of German Nazi officers and officials fled Germany for safe havens around the world. The perception by most is they all went to Argentina. This not true. A vast majority fled to the middle east and you may have guessed it by now to Cairo, Egypt where they were united with…..the Muslim Brotherhood. The linkage to the NAZI and the Muslim Brotherhood from 1933 until today is irrefutable all we need to do is look at the results of the Arab Spring, the events in Syria and now, Libya, North Africa and the Magreb all Muslim Brotherhood coordinated events. The Muslim Brotherhood over the years has given rise to terrorist organizations such as: al Qaeda and Hamas.
When Secretary of State Hilary Clinton testified last week before congress she was wearing the a green dress with black shirt. These are the distinctive colors of al Qaeda. Please note that Hilary’s deputy chief of staff is Huma Abedin. Huma’s parents are well known Muslim Brotherhood members. And yes so is Huma.

In the Middle East the Muslim Brotherhood is referred to as Arab NAZI.
Germany marks 80th anniversary of Hitler’s rise on January 30, 1933

The Associated Press
On the 80th anniversary of Adolf Hitler’s rise to power, Chancellor Angela Merkel urged Germans to always fight for their principles and not fall into the complacency that enabled the Nazi dictator to seize control.

COMMENTARY: In Public School Textbooks, you will be hard pressed to find the connection of Muslims to the Germans of WWI and the Nazis of WWI. At best you will find a reference to their German alliance using the name The Ottoman Empire. Purposely omitted, the student does not know that this equates to the Muslim Empire. Muslims introduced to the Nazis the marking of Jews with the Star of David which had been practiced for centuries. Totalitarian birds of a feather always flock together.