The Truth about the Textbooks
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John Walker Lindh 6th Grade Maligning Christianity What's In the Koran? Islam's "holy book"
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The Sign of Jonah explained, God's message is heard
Islam Induction in
our Public School Textbooks Quotes of Quran, Hadiths, Koran about infidels BlessedCause Footwashing Ministries Hearing God & Personally Witnessed Miracles Free Original Christian Art, Music & Sculpture How Clinton, ACLU wrote Religious Guidelines & U.S. District Judge Phyllis Hamilton Thank you to all vets, our troops and military! God BLESS and lead you! John Walker Lindh & California school proselytizing Islam proselytized in Public School God blesses those who bless Israel
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12. HM’s Q: The text says that Islam gives “clear rights” to women. However, today some of the most oppressive places in the world are Muslim countries. How can this be? HM’s A: The two textbooks, “A Message of Ancient Days” and “Across the Centuries,” cover history only up to the year 1789. Although today some women are oppressed in certain parts of the world, in 500 A.D. Muslim women had freedoms that were forbidden in most other parts of the world. The right to get an education, the right to work, the right to control one’s own earnings, the ability to make contracts and the right to serve as a witness in court were all rights that Muslim women had during parts of the Islam Empire (“Across the Centuries,” Chapter 3, page 64). BC Comment: ISLAM DID NOT EXIST UNTIL AFTER 600 AD, and HM claims that in 500 AD, Muslim women had all these various rights??? If that was just an unbelievable typo, I would like to know of ANY rights women had similar to what HM claims, because per the Quran or Sunna, women were sex objects akin to slaves, fully authorized to be beaten, slapped and scourged! HM’s A: Unfortunately, in the year
2002, most of those rights are no longer permitted in certain Muslim
countries. However, this is a history book, detailing what was true
centuries ago - and does not cover current events. HM’s A: Regardless of the
present-day actions of certain factions of any culture or religion, it is
inappropriate to comment in an ancient history book on the present-day
actions of these groups. Some readers and critics expressed concern that
the textbooks do not make mention of present-day Muslim terrorists or of
oppressive Muslim governments. However, this would be no more appropriate
than citing actions of the Irish Republican Army, or of Nazis in Nazi
Germany, or the Japanese military in the Pearl Harbor Bombing. 13. HM’s Q: Does “Across the
Centuries” encourage students to engage in mock-Muslim exercises? BC Comment: Students are asked to form groups, research Mosques and build replicas. Students are asked to incorporate their names in the “spiritual” script of Arabs used in the “Holy Books”, children are asked to create their own “Tree of Life” including spiritual words. These are only the exercises straight out of the textbook. Lawyers intend to show worse from the Teacher’s Edition in the pending lawsuits. Children are told to “imagine” being in worship activities and write about them as well as write why other nations were attracted to Islam. And HM has the GALL to state, “Nowhere in either textbook is it ever suggested that students participate in or simulate religious activities? Does TRUTH have no meaning??? Unfortunately many teachers and other textbook publishers are following suit of Houghton Mifflin and much is happening beyond what Houghton Mifflin has set precedence for. 14. HM’s Q: Does the textbooks ask students to build a miniature mosque? HM’s A: The textbooks use architectural studies to help enhance learning. In several different chapters students are asked to:
BC Comment: That took a lot to say “yes.” I have to admit I have mixed feelings about this issue. The description of Christian’s enthusiasm to build a cathedral on page 282 really softened my heart. Not EVERY page in the textbook is hideous. But as I glanced between page 282 and page 288, I find so much criticism and negativity toward the Catholics, (curiously described almost exclusively as Christians), that I am angered again. The constant criticism and negative view of Catholics brings out the cynic in me, even to the point of wondering why children were told to “be sure to include quotations from at least three people who would be involved in building or using the church.” The textbook did state the church would take over 100 years to complete and the townspeople knew it. They would not see the completion of their work. I wonder how children would imagine the people felt about that. And yet, I do admit, page 282 is one of the rare pages that gives a fresh breath of a positive view of Christians and their faith. Nevertheless, I still STRONGLY object to my son being asked to build a “holy temple” of another god, replica or not. I do not think public school should ask children of different faiths to build temples of worship. If it is not their faith they should not be asked to participate. This is called religious freedom. GO TO PAGE 5 |
