A Citizen’s Guide to Islamist Curricula in Our Public Schools

Stop

the

Madrassa:

A Citizen’s Guide to

Islamist Curricula in

Our Public Schools

Credits

This pamphlet quotes extensively from studies and investigative reporting done by

numerous individuals and non-profit organizations who have dedicated themselves

ove the past decade to exposing Islamist influences in our schools,

and to advocating better practices to prevent indoctrination,

separatism and intolerance in K-12 public school curricula.

They are listed at the end in resources.

Any errors of commission, or omission, please bring to our attention.

To provide comments or corrections, please contact info@stopthemadrassa.org

Stop the Madrassa: A Citizen’s Guide to Islamist Curricula in Our Public Schools

Table of Contents

Why do we need a Citizen’s Guide to Islamist Curricula?

The Problem

“P.C.” Myths about Muslim Americans and Arab Americans

The Facts about Arab Americans

The Facts about Muslim Americans

The Facts about

Discrimination against Muslim Americans

Textbooks

Teacher Training

Curricula

Charter Schools

Khalil Gibran International Academy

Title VI Reform: More Actual Language Training Is Needed

What can a parent do?

Investigate:

Educate:

Advocate:

Resources

Islamist Curricula Organizations

Organizations Investigating and Exposing Islamist Curricula

Reports

Why do we need a Citizen’s Guide to Islamist Curricula?

The problems of Islamist influence in American public education have been raised in

reports, studies, Congressional testimony, investigative reports, and news articles for the

last two decades. Academic experts and policy makers have repeatedly exposed the

ongoing problem of indoctrination in American education by well-financed Islamist

interests, mostly from Saudi Arabia. Studies have proven again and again that textbooks

have been rewritten to represent only a benign view of Islamic history; training of

history teachers is now subsidized and directed by Saudi-funded centers of regional

studies; and anti-American and anti-Israel curricula packages are developed at those same

universities for distribution throughout K-12 systems across the country.

Yet parents confront these problems only when their children are astute enough to alert

them about the Islamic indoctrination they are encountering in their classes.

Communities confront these problems only when they realize their tax dollars are paying

for a public school that is openly religious – and when the only religious practices

allowed in a public school are Islamic. Parents are the first line of defense to protect

their children and schools from Islamist indoctrination in the schools. They need the

tools to investigate the problem, educate their community, and advocate for policy

changes. The Stop the Madrassa organization is dedicated to providing parents, teachers and local communities with those tools. We welcome your suggestions to make it more useful for parents and students. It is intended as an introduction to the subject. Each topic area includes sample case studies, with citations to published studies that are much more comprehensive.

The Problem

“Politically Correct” Myths about

Muslim Americans and Arab Americans

To hear Islamist advocacy groups like1 Council on American Islamic Relations (CAIR)

or the Islamic Society of North America (ISNA) describe the situation of Muslim

Americans and Arab Americans in the United States, you would think they suffered from

significant discrimination in obtaining jobs, education and interactions with their fellow

Americans.

1 CAIR membership Plummets, Washington Times: http://www3.washingtontimes.com/national/20070611-034232-5919r.htm

CAIR has characterized itself as the NAACP of Muslim Americans2, implying that

Muslims suffer from racism, even though Islam is a religion, not a race. Any criticism of

Islamist ideology – such as the politics of Hamas or Hezbollah, both identified as terrorist

organizations – is dismissed by groups like CAIR as “Islamophobia.” Any defense of

America’s historical past or present policies – foreign or domestic – or of Israel, is

dismissed by these groups as “rightwing.”

Their arguments depend on this alleged victimization of the Muslim community – at the

same time that they discourage the Muslim community from integrating into American

society.

Their solution to all this alleged discrimination and insensitivity? Two decades of

demands that teachers and students be indoctrinated with the Islamist courses, curricula,

teacher-training, and textbook “corrections” that are detailed here. Two decades of

millions of Saudi and other Middle Eastern dollars funding a major effort to change the

way we educate our children and our college students.

But what if their argument is built on a myth?

What if Muslim Americans and Arab Americans in general do not suffer from

discrimination?

What if the vast majority of them are, in fact, successfully assimilated Americans?

What if they have been following the same paths to success in America that all

our families have followed, as immigrants to America?

What if most Muslim Americans and Arab Americans do not think they are

victimized – and do not want lobbying groups like CAIR, ISNA, the American

Arab Anti-Discrimination Committee, the Muslim American Society and dozens

of other groups to represent them?

The Facts about Arab Americans

Arab Americans are not just doing well in America – their success is exemplary.

According to the Arab American Institute, using 2000 census data, their educational

achievements do not show evidence of discrimination, for they are better educated than

Americans at large:

Arab Americans with at least a high school diploma number 85 percent. More

than four out of ten Americans of Arab decent have a bachelor’s degree or higher,

compared to 24% of Americans at large. Seventeen percent of Arab Americans

have a post-graduate degree, which is nearly twice the American average (9%).3

Using the same census data, Arab American incomes do not show discrimination, for

they are wealthier than Americans at large:

2 CAIR March 19, 2007: http://www.cair-net.org/default.asp?Page=articleView&id=43570&theType=NB

3 Arab American Institute, Demographics: http://www.aaiusa.org/arab-americans/22/demographics

Median income for Arab American households in 1999 was $47,000 compared

with $42,000 for all households in the United States. Close to 30% of Americans

of Arab heritage have an annual household income of more than $75,000, while

22% of all Americans reported the same level of income. Mean income measured

at 8% higher than that national average of $56,644.

Most Arab Americans are Christian, according to the same Arab American Institute

source: 35% Roman/Eastern Catholic (Roman Catholic, Maronite, and Melkite -Greek

Catholic); 18% Eastern Orthodox (Antiochian, Syrian, Greek, and Coptic); 10%

Protestant; 13% Secular or Other Religion; and only 24% Muslim. Estimates of the

number of Arab Americans in the United States varies; according to the Arab American

Institute, only 1.25 million people identified themselves with an “Arabic-speaking

origin,” in 2000, but they estimate a total of 3.5 million people of an “Arabic-speaking

origin.” For purposes of self-identification of race in the American Census, Arab

Americans have traditionally been counted using the data term Caucasian or White.

The Facts about Muslim Americans

Muslim Americans are also doing very well in America. Census data from 2000

indicated their origins at 24% African American, 26% Arab American, 26% South Asian,

and 24% all other.4 Estimates of their total U.S. population range from 2 million to 6

million.

Muslim American educational achievements do not show discrimination, for they are

better educated than Americans at large. Two different studies (Cornell University and

Zogby International) showed that 42.7% (Cornell) or 32.1% of Muslims (Zogby) have

Advanced Degrees, versus 8.6% of Americans in general. An additional 35.2% (Cornell)

or 30.0% of Muslims (Zogby) have Bachelor Degrees, versus a comparable 35.1% of

Americans in general. This means that between 77.9% and 62.1% of Muslims achieved

either Bachelor or Advanced degrees, versus 43.7% of Americans in general.

Muslim American incomes do not show discrimination, for they are wealthier than

Americans in general. Of all Muslim American households, 26% households earned over

$100,000 a year according to 2002 Cornell University data, and 66% households earned

over $50,000 a year. This means 92% of Muslim American households earned over

$50,000 a year. The average U.S. household income was $42,158 according to the 2000

Census.

Muslim Americans also are highly represented in professions. According to Cornell,

in 2002 20.2% of Muslim Americans were students, 12.4% were engineers, 10.8% were

physicians/dentists, and 7% were programmers.

4 Allied Media, American Muslims Demographics: http://www.allied-media.com/AM/

The Facts about Discrimination against Muslim Americans

The Executive Director of CAIR, Nihad Awad, has complained to Muslim American

audiences that they are not filing enough claims of discrimination, and as a result the

numbers of reported civil rights violations of Muslim Americans are significantly below

those of other minorities. On April 27, 2007 he explained that the few numbers of

complaints of discrimination were making his job as a lobbyist harder (the CAIR national

office is a 501c4 lobbying group)5:

There were 196 cases reported by the Justice Department for Muslims in civil

rights cases. There were over 1008 cases reported by the Jewish faith. We need to

do a much better job not only in recognizing our civil rights but also in reporting

it to the government… The Department of Justice, in their annual report, don’t be

surprised that if you feel Muslims are not treated well in the country, that the

number of reports of incidents against Muslims or hate crimes is very low.

Whereas the number of incidents and hate crime cases against the Jewish

community is very very high. Maybe dozens of [incidents] against Muslims, but

against Jews are in the thousands… So there’s a huge gap between where we are

as a community and underreporting what goes on, and how we are perceived. So

we go to Congress, and testify before Congress, our claim and our statement is

weak, because a fair-minded Congressman will ask the question, “How many

cases are we talking about?” Well, we’re talking about a few hundred cases. You

give the specifics, and here’s an annual report by CAIR. How many cases are we

talking about, well maybe 2000 cases. How many Muslims do we have in the

United States? Well, we have 6 million. So if you divide 2000 over 7 million [sic],

that’s very very small percentage. Which means Muslims are in good shape.

Muslims are not treated badly.

These are the facts. But special interest lobbies ignore these facts.

Particularly since the terrorist acts of 9/11, these special interests –CAIR, the American

Arab Anti-discrimination Committee and others – have argued that Muslims and Arabs

are subject to such wide-spread discrimination that representatives must give presentations of Islam to public school children.

As a result, textbook publishers have tried to appease the lobbyists from CAIR, ISNA,

MAS and the Council on Islamic Education by making children’s textbooks show the

Islamist view of history. Teachers are sent by school systems, worried about accusations

of discriminatory curricula, to learn a politicized, Islamist curricula for their K-12 classes

in the fall, in summer workshops funded by the Saudis. Anti-American and anti-Israel

curricula are distributed throughout entire state educational systems. And Islamic charter

schools and independent “New Century” schools that teach an Islamist point of view

have started in several states within the public school system. The Khalil Gibran

International Academy in Brooklyn, New York is included in the last category.

5 CAIR audio April 27 2007: http://www.vigilantfreedom.org/910blog/2007/04/30/audio-from-cairs-meeting-on-6-imams-at-adamscenter/

If you are a parent or simply concerned about the schools in your neighborhood, you can

learn from cases that have already occurred elsewhere in the U.S., and know what to look

for in your own school district. Below we have provided examples of problems across

the country, and citations for more comprehensive studies for further research.

Textbooks

In 2003, The American Textbook Council issued an important report on Islamic bias in

standard history textbooks: Islam and The Textbooks6 . According to Gilbert Sewall of

the American Textbook Council7:

Since 2003, several reports have documented bias and evasions in world history

textbooks. Textbooks misrepresent Islam past and present, critics agree. They

contain fallacies and untruths about jihad, sharia, slavery, status of Muslim

women, terrorism, and international security.

These reviews independently reach the same conclusions. Most conspicuously,

history textbooks whitewash the meaning of jihad. Houghton Mifflin’s seventh grade

text, Across the Centuries, has come in for singular criticism. Houghton

Mifflin’s books dominate the nation’s largest state, but they are in no way worse

on this score than competing textbooks. Textbooks make no distinction between

sharia and Western law, and they pretend that women are making great strides in

the Islamic world, when all evidence indicates otherwise. Social studies textbooks

ignore the global ambitions of militant Islam. They fail to explain that Muslim

terrorists seek to destroy the United States and Israel. They omit geopolitical

goals that include theocracy and world domination by religion.

Islamic organizations led by the Council on Islamic Education act as domestic

textbook “censors.” Strictly speaking, since only governments censor books, the

Islamists are merely agents of suppression, using educational publishers to do

their bidding. Publishers ignore those who press them about motives, funding,

legal status, and strong-arm tactics on the part of their Muslim “consultants.”

The latest evidence of Islamist influence is California’s adoption of History Alive!

The Medieval World and Beyond. The publisher is Teachers’ Curriculum Institute,

a privately held company trying to gain part of the lucrative California textbook

market. Based in Palo Alto and Sacramento, TCI’s greatest advantage is being

local. The student edition is an ill-written product printed on the cheap.

Accompanying instructional materials are simply amateurish. By comparison, the

Council on Islamic Education-inspired and often criticized Houghton Mifflin

textbook for seventh graders, Across the Centuries, is a solid and sometimes rich

introduction to world history from Islam to the Enlightenment.

According to the History Alive! The Medieval World and Beyond front matter, the

chief author-advisor on Islam is Ayad Al-Qazzaz, professor of sociology at

6 Islam and the Textbooks Report, 2003, American Textbook Council: http://www.historytextbooks.org/islamreport.pdf

7 Islam and the Textbooks homepage with updates, American Textbook Council: http://www.historytextbooks.org/islam.htm

California State University, Sacramento. Al Quazzaz is a Muslim apologist, a

frequent speaker in Northern California school districts promoting Islam and Arab

causes. Al-Qazzaz also co-wrote AWAIR’s Arab World Notebook. AWAIR

stands for Arab World and Islamic Resources, an opaque, proselytizing “nonprofit

organization” that conducts teacher workshops and sells supplementary

materials to schools.

Daniel Pipes, founder of the Middle East Forum and a Middle East History and Arabic

expert, has detailed extensively the problems in Across the Centuries, as well as

individual parents’ efforts to protest the textbook in their own school systems.8

The Textbook League9 is another national center that evaluates textbooks for academic

quality and political bias, which also found multiple editions of Houghton Mifflin’s

Across the Centuries to be filled with Islamic preaching. They have also drawn attention

to Prentice Hall’s textbook, World Cultures: A Global Mosaic as “a vehicle for Muslim

propaganda”10:

Long passages in World Cultures are devoted to promoting Islam, to making

American students embrace Islamic religious beliefs, and to winning converts for

Allah. In these passages, Muslim myths are disguised as historical information,

Muslim superstitions are disguised as facts…

The Islamist organization that prides itself on influencing textbook publishers is the

Council on Islamic Education (CIE). Materials from CIE show up in teacher training

seminars on Islam, and directly in public schools as well. As described by Lee Kaplan in

“Textbooks for Jihad”11:

According to Munir Shaikh, the Executive Director, and on its website, it is a

non-profit and receives no funds from Saudi Arabia, only the local Muslim

community. Yet when asked for details over the phone of its non-profit status,

Shaikh admitted it has not been a non-profit since being founded and only

recently applied for such status. Its founding director, Shabbir Mansuri, has been

quoted in the past as boasting he is able to vet public school textbooks by

threatening charges of racism and xenophobia against publishers who don’t meet

CIE standards12. Despite Shaikh’s denial of any Saudi connection, he mentioned

that CIE started out as part of the International Islamic Educational Institute that

does have ties to overseas Islamic organizations and funding.

8 “Think like a Muslim” Daniel Pipes’ Blog: http://www.danielpipes.org/article/118

9 Textbook League: http://www.textbookleague.org/ttlindex.htm

10 Textbook League: http://www.textbookleague.org/113centu.htm

11 “Textbooks for Jihad” Front Page magazine: http://frontpagemag.com/Articles/Read.aspx?GUID={3F8C053C-53D2-49CC-B393-

85F4CD79A32B}

12 Blessed Cause investigation:

http://www.blessedcause.org/protest/Exposing%20the%20Council%20on%20Islamic%20Education.htm

Teacher Training

Martin Kramer13 and Stanley Kurtz have taken the lead in investigating and exposing the

Islamist take-over of K-12 teacher training within colleges and universities. As Kurtz

recently wrote (July 2007) in National Review Online:

Saudis have figured out how to make an end-run around America’s K-12

curriculum safeguards, thereby gaining control over much of what children in the

United States learn about the Middle East. While we’ve had only limited success

paring back education for Islamist fundamentalism abroad, the Saudis have taken

a surprising degree of control over America’s Middle-East studies curriculum at

home.

How did they do it? Very carefully…and very cleverly. It turns out that the system

of federal subsidies to university programs of Middle East Studies (under Title VI

of the Higher Education Act) has been serving as a kind of Trojan horse for Saudi

influence over American K-12 education. Federally subsidized Middle East

Studies centers are required to pursue public outreach. That entails designing

lesson plans and seminars on the Middle East for America’s K-12 teachers. These

university-distributed teaching aids slip into the K-12 curriculum without being

subject to the normal public vetting processes. Meanwhile, the federal

government, which both subsidizes and lends its stamp of approval to these

special K-12 course materials on the Middle East, has effectively abandoned

oversight of the program that purveys them (Title VI).

Enter the Saudis. By lavishly funding several organizations that design Saudi friendly

English-language K-12 curricula, all that remains is to convince the

“outreach coordinators” at prestigious, federally subsidized universities to purvey

these materials to America’s teachers. And wouldn’t you know it, outreach

coordinators or teacher-trainers at a number of university Middle East Studies

centers have themselves been trained by the very same Saudi-funded foundations

that design K-12 course materials….

Kurtz goes on to state:

Yet the full extent of Saudi curricular funding, and the magnitude of its influence

over university outreach programs funded under Title VI, was only revealed in

late 2005 by a special four-part investigative report by the Jewish Telegraphic

Agency (JTA). As the JTA put it: “Saudi Arabia is paying to influence the

teaching of American public schoolchildren. And the U.S. taxpayer is an

unwitting accomplice….Often bypassing school boards and nudging aside

approved curricula….These materials praise and sometimes promote Islam, but

criticize Judaism and Christianity….Ironically, what gives credibility to…these

distorted materials is Title VI of the Higher Education Act….Believing they’re

importing the wisdom of places like Harvard or Georgetown, they are actually

13 Martin Kramer’s website: http://www.martinkramer.org/

inviting into their schools whole curricula and syllabuses developed with the

support of Riyadh.”

Riyadh achieves this by supporting a number of groups devoted to the

development and dissemination of English-language curricula about the Middle

East.

Curricula

Curricula packages can be purchased from some organizations or simply downloaded

from others.

A particularly notorious curricula package is History Alive! from the Teacher’s

Curriculum Institute in California. As Lee Kaplan describes it for Front Page Magazine:

One publisher not mentioned in the American Textbook Council report was

Teacher’s Curriculum Institute in Mountain View, California. The content of

TCI’s book and resource material for its Modern Middle East curriculum unit is

blatantly anti-Israeli. High school teachers are instructed to require class

“exercises” designed to pit some students in roles as advantaged Jews against

other students as disadvantaged and unfairly treated Palestinian Arabs. The

teachers, representing a world power, are instructed to intentionally and unfairly

side against Arabs to suggest the existence of favoritism to Jews. The course

material is quite shocking and clearly biased.

Furthermore, the TCI material turns Middle East history on its head. It does not

present the history of Arab terrorism against Israel much less outline its extent

over the last 55 years. The theme is constantly implied, stated and reiterated that

Israel is a foreign entity that stole the Palestinians’ “country.” There is no mention

that more than half of Israel’s population is indigenous to the area or victims of

Arab pogroms. In fact, any Arab violence discussed at all is couched as being

done in self-defense against Jewish persecution or “terrorism” against Arabs in

the region. The same distortions are taught in Saudi and Palestinian schools where

they help raise the next generation of Islamic terrorists and suicide bombers or

their sympathizers. This is the same type of educational system in the Arab world

that roils and intensifies the Middle East conflict. It works over there, so why not

here?

Another highly radicalized curricula is available , seemingly for free downloads, at The

University of Michigan:

http://www.umich.edu/%7Eiinet/worldreach/curriculum/cu_region_new.html .

Byron Union School District

In 2002, the Thomas More Law Center filed a federal lawsuit against California’s Byron

Union School District because of its three week intensive course to teach seventh graders

how to become Muslims. During the course, students took on Muslim names which they

printed on name tags worn during class, were taught the five duties all Muslims must

perform, were required to complete a project for each duty, and memorized verses and

prayers from the Quaran. They even played a game entitled Jihad.

The Thomas More Law Center14 involvement in opposing Islamist curricula demonstrates

the interfaith opposition to this kind of indoctrination of school children. Christian,

Jewish and secular organizations have begun forming coalitions, locally and nationally,

to oppose Islamism in our public schools. The Thomas More Law Center is a Christian

organization, which “defends and promotes the religious freedom of Christians, time honored

family values, and the sanctity of human life through education, litigation, and

related activities. It does not charge for its services.”

Charter Schools

Charter schools are an important innovation in American public schools, but for all their

advantages they have created an opportunity for radical Islamic political groups to

sponsor public schools that are relatively free from state and local regulations. A charter

school has a greater degree of freedom and autonomy than the traditional public school,

and students attend it by choice. Each school is granted a renewable charter, usually by a

state or local board for three to five years.15

A public Charter school in Minnesota, Tarek ibn Ziyad Academy16

(http://www.tizacademy.com/ ) in Inver Grove Heights, was founded in 2003 by Imam

Asad Zaman, who co-founded the radical Muslim American Society of Minnesota in

1992. The Muslim American Society (MAS) is affiliated with the extremist Muslim

Brotherhood, founded in Egypt in 1928 and arguably the most extreme and widespread

Islamist organization in the world17. The school adjoins the building housing the local

chapter of the Muslim American Society. The girls wear headscarves, Arabic is

mandatory as a second language, prayer times and Islamic holidays are observed. The

school is named after General Tarek ibn Ziyad, whose battle marked the beginning of the

Muslim rule of Spain in the eighth century. Students at the school are said to do well academically.

The controversy surrounding it is that, as a taxpayer-funded public school, it is a religious

Islamic academy, and that it has radical affiliations through MAS with the Muslim

Brotherhood. Tarek ibn Ziyad Academy is now expanding to create a second Islamic academy, in Blaine Minnesota (http://www.tizacademy.com/BlaineCampus.html). http://www.startribune.com/local/17406054.html
Katherine Kersten, in an April 8, 2008 article in the Star Tribune entitled “Teacher breaks wall of silence at state’s Muslim public school” details the involvement of the Muslim American Society and reports of religion taught at TIZA, a public charter school. (http://www.startribune.com/local/17406054.html)

International Academy of Columbus (http://www.iac-school.com/ ) and Westside

Academy (http://www.westside-academy.com/ ) are two public Charter schools recently

started in Ohio . In this case, the radical affiliations are the Council on American Islamic

Relations, which has been under investigation as an unindicted co-conspirator for terrorism

financing. Ahmad Al-Akhras, CAIR national vice chairman, is one of the incorporators

14 Thomas More Law Center: http://www.thomasmore.org/news.html?NewsID=717

15 Charter schools, Questia, accessed: http://www.questia.com/library/encyclopedia/charter_school.jsp

16 “Brother’s Keeper.” Kevin Featherly. Minnesota Monthly

http://www.minnesotamonthly.com/core/pagetools.php?url=/media/Minnesota-Monthly/March-2007/Brothers-Keeper/&mode=print

17 Chicago Tribune, September 2004, http://www.chicagotribune.com/news/specials/chi-

0409190261sep19,1,6654807,full.story?coll=chi-newsspecials-hed&ctrack=2&cset=true

for both schools. Another founder is Abukar Arman, according to investigative reporter

Patrick Poole, the Somali terror apologist who was recently forced to resign from the

Central Ohio Homeland Security.18 “Arman identifies himself as the board president of

Westside Academy and March 2005 press release announcing his appointment to a

government board lists him as “building director” of International Academy” These

schools are NOT doing well academically, according to investigative journalist Patrick

Poole19 but they are managing to keep children from assimilating:

Extremist politics, rather than education concerns, seems to be the driving factor

of the schools. One of the leaders of the two schools admits to creating a program

designed to keep students from integrating into the “racist” American mainstream.

In a published education article, “Educating Immigrant Youth in the United

States”20, Abukar Arman and his co-author lay out an educational plan of keeping

Somali children from integrating into their new culture, and cite the experience of

International Academy as the best example of their recommended “selected

acculturation” educational philosophy in practice.

An extensive discussion of other Charter, Independent and similar public schools with

Islamist curricula is presented by Daniel Pipes, Middle Eastern and Arabic expert, here in

his comprehensive article “Other Taxpayer-Funded American Madrassas21.”

Khalil Gibran International Academy

The Khalil Gibran International Academy is not a Charter school but rather an

independent public school founded under the George-Soros funded New Century

Schools22 program. It opened September 4, 2007 in Brooklyn, New York. Ostensibly an

“Arabic language and culture” school starting with sixth grade classes, this controversial

academy has refused to release lesson plans, Arabic or regional studies texts or any

substantive information about teaching and learning Arabic culture and language, in spite of multiple Freedom of Information Law requests and an Article 78 filed by both the Middle East Forum23 and the Stop the Madrassa Coalition24. The founder and first principal-designate, Dhabah Almontaser, resigned after supporting the concept of “Intifada NYC” printed on t-shirts associated with an organization she had founded. The KGIA Board of advisors includes three imams, all actively and ideologically Islamist. A Lebanese-American organization, Friends of

Gibran, has publicly protested the use of Gibran’s name for this school. The Stop the

Madrassa Coalition will continue to fight to seek transparency and to pursue other

legal actions as needed. The local and national coalitions built to oppose the Khalil

18CAIR Goes Back to School – http://frontpagemag.com/Articles/Printable.aspx?GUID=DBE795F9-740C-4F7C-8BC9-

FD39070399CE

19 CAIR Goes Back to School – ibid

20 Educating Immigrant Youth in the United States: http://frogscorpia.blogspot.com/2005/12/educating-immigrant-youth-inunited.

html

21 Other Taxpayer Funded Madrassas: Daniel Pipes: http://www.danielpipes.org/blog/758

22 New Century Schools: http://www.newvisions.org/schools/nchs/index.asp

23 Middle East Forum: http://www.meforum.org/

24 Stop The Madrassa Community Coalition: http://stopthemadrassa.wordpress.com

Gibran International Academy has expanded the Stop the Madrassa Coalition to a national level.

Stop the Madrassa also continues as the New York City community coalition working specifically to close the Khalil Gibran International Academy.

Title VI Reform: More Actual Language Training Is Needed

What is Title VI?

Title VI, or “Title VI of the Higher Education Act”, is a federal program meant to fund

efforts to improve language and area studies in colleges and universities. The program

was created to serve the national interest by helping to provide the country with qualified

language speakers and experts knowledgeable in international studies in critical language

content areas such as Arabic, and other languages critical to national security.25

But that’s for colleges. Does Title VI provide curriculum materials for K-12

students?

Yes. Organizations funded under Title VI are required to engage in “Outreach” programs,

and “Teacher-trainer” programs, meant to provide K-12 students and their teachers with

improved language and area studies instruction materials. In addition, Language

Resource Centers exist to provide training and instruction materials for teachers at the K-

12 level.

Who oversees these Title VI “Outreach Progams”?

In brief, no one does. On many occasions content from political activists has been

provided under the guise of educational materials in programs organized by Title VI

organizations under the heading of “Teacher-training.”26

But How Can Teaching Languages Be Political?

Title VI includes not just language instruction, but also area or cultural studies. Title VI

centers often focus heavily on area studies rather than the language side, despite claims to

the contrary by Title VI proponents.27 In addition, by funding curriculum-designing

organizations countries, like Saudi Arabia, have been able to introduce inaccurate or

biased materials into K-12 schools. 28

But these materials are endorsed by well known colleges, and part of a federal

program, how bad could they be?

25 Department of Education, “Title VI of the Higher Education Act of 1965, as amended” accessed:

http://www.ncccs.cc.nc.us/Resource_Development/docs/TITLEVIoftheHIGHER.PDF

26 Kramer, Martin, “Outreach Outrage at Georgetown”, July 2,2003, accessed at:

http://www.geocities.com/martinkramerorg/2003_07_02.htm

27 Kramer, Martin, “Title VI- Turn on the Defogger,” March 17, 2004, accessed at:

http://www.geocities.com/martinkramerorg/2004_03_17.htm

28 Kurtz, Stanley, “Saudi In the Classroom,” National Review Online, July 25, 2007, accessed at:

http://article.nationalreview.com/?q=YjRhZjYwMjU4MGY5ODJmM2MzNGNhNzljMzk4ZDFiYmQ=

Pretty Bad. After 9/11, the Massachusetts Department of Education attempted to institute

a seminar for teachers on how to teach Islamic history through a title VI outreach

program from Harvard, which included amongst other questionable materials, “the Arab

World Studies Notebook”, which argued that America was discovered by Muslims in

889.29

Is my Child going to be trained by Title VI materials or by a Title VI trained

teacher?

Probably. According to Department of Education website, more than half of textbooks for

“Less Commonly Taught Languages” (LCTLs) were funded through Title VI.30

So what can be done?

While teaching languages, particularly LCTLs is vital to American interests; it must not

be done without oversight. In a review of the Title VI system published in April, 2007,

the National Research Council of the National Academy proposed a president-appointed

overseer within the US DOE to examine Title VI funded programs to insure their

suitability.31 Also proposed was an every 4 to 5 year independent reexamination of Title

VI programs. Critics say these steps, in addition to strong wording in the congressional

legislation against bias and grievance procedures for reviewing bias in Title VI materials

and programs, would greatly improve the system.32

Is Title VI the only way to fund language instruction?

No. In January of 2006, President Bush announced the National Security Language

Initiative (NSLI) to provide funding for LCTLs crucial to national security, a program

involving the Secretaries of State, Education and Defense. The NSLI programs focus

more specifically on K-12 students and teachers and with more focus on language than

easily politicized “area studies.” However, the NSLI funded programs, like Title VI, do

not receive enough oversight from federal authorities.

How Can I Help?

The most important thing is to be involved and informed. If LCTLs are going to be

introduced to your school district, ask these pertinent questions:

1. How is the program being funded?

By Title VI, the National Security Language Initiative, or some other method? From what

other programs or organizations does the group receive its funding?

29 ibid.

30 Department of Education, “Title VI Programs: Building a US International Education Infrastructure,” accessed at:

thttp://www.ed.gov/about/offices/list/ope/iegps/title-six.html

31 Kramer, Martin, “Title VI Verdict,” April, 2007, accessed at: http://sandbox.blog-city.com/title_vi_verdict.htm

32 Kurtz, Stanley, “Title VI Reform” National Review Online, April 2,2007, accessed at:

http://article.nationalreview.com/print/?q=NTlkYmJlNTk5MDYyZDdkYmU2YWM4YWI2NTRlYjM1OWE=

2. What organizations will be conducting training or providing materials?

This is very important. Even Title VI programs attached to prestigious universities can be

filled with bias and inappropriate materials. Because the organization is federally funded,

or has a national recognized name is not a guarantee.

3. What materials will be used to teach my children?

Do not take anyone’s word for it. See the materials for yourself. If textbooks or lesson

plans are not available to you, use the internet. By searching for the company providing

the materials you can often view samples of their work online.

4. Stay Vigilant!

Even after the program is adopted and your child is enrolled, continue to stay involved.

Ask your child what they have been learning and how they have been taught. Encourage

them to share their textbooks and other materials with you.

5. Demand Oversight!

Title VI Reform has been on Congress’ agenda several times in past years, but is

continuously blocked by elements of the Higher Education Lobby which benefit from

Title VI funds. Urge your elected Representative to support the National Research

Council’s proposed reforms of Title VI.

Quotable Quotes:

“Most of these materials have been prepared and/or funded by Islamic sources here and abroad, and are distributed or sold directly to schools or individual teachers, thereby bypassing public scrutiny.”

-Sandra Stostky, The Stealth Curriculum33

We in the universities and colleges have much experience in taking tightly focused

government programs and diffusing their intent to flow money into activities more

central to our interests. If you fund language and area studies, we will leverage the

language effort to get more resources for area studies, literature studies and culture

studies. These are good things, but they do not address the national need….”

-John V. Lombardi, Chancellor University of Masschausets- Amherst34

33 Stosky, Sandra, “The Stealth Curriculum” as quoted in “Saudi in the Classroom,”, July 25, 2007 accessed at:

http://article.nationalreview.com/?q=YjRhZjYwMjU4MGY5ODJmM2MzNGNhNzljMzk4ZDFiYmQ

34 Lombardi, John V. “Can We Learn Hard Languages?”, Jan 16, 2007, accessed at:

http://insidehighered.com/views/2006/01/16/lombardi

“While some school district officials are completely unaware of the material reaching their teachers and classrooms, others welcome it: Believing they’re importing the wisdom of places like Harvard or Georgetown, they actually are inviting into their schools whole curricula and syllabuses developed with the support of Riyadh.”

-Jewish Telegraph Agency35

“The real effect of blocking federal oversight of Title VI has been to create a public outreach program that is not part of the college curriculum — a program funded by the American taxpayer, yet answerable to no-one. The unsupervised state of these university outreach programs leaves them open to exploitation by foreign interests seeking control of America’s K-12 curriculum on the Middle East.”

-Stanley Kurtz, National Review Online36

“The real Title VI story is this. Many in area studies are persuaded that the United

States possesses excessive power, or abuses its power. Knowledge in the service of such power is knowledge complicit in its excesses and failures. The inclination of these academics has been to separate Title VI from its original intent program from a contract into an entitlement…”

-Martin Kramer37

What can a parent do?

Investigate:

Start by finding out which offices within your local school board or state Department of

Education are responsible for purchasing textbooks, contracting for teacher training or

purchasing curricula packages. Write and call them to discover how they make their

decisions, and the next time public testimony will be allowed. You may find that you can

register a complaint immediately.

This application, which generates a national or state Freedom of Information Law request

automatically online, can help you if the offices begin stonewalling:

http://www.rcfp.org/foi_letter/generate.php.

Educate:

Other parents may share your concerns. The Stop the Madrassa Coalition may also be able to direct you to other parents in your state or town who are ready to take action against Islamist curricula. You will find many opportunities to educate other parents.

35 Jewish Telegraph Agency, “Tainted Teachings,” October 27, 2005 As quoted by Campus-Watch, accessed at: http://www.campuswatch.

org/article/id/2247

36 Kurtz, Stanley, “Saudi in the Classroom”, July 25,2007, accessed at:

http://article.nationalreview.com/?q=YjRhZjYwMjU4MGY5ODJmM2MzNGNhNzljMzk4ZDFiYmQ

37 Kramer, Martin, “Testimony before the committee to review Title VI”, October 5, 2006, accessed at:

http://www7.nationalacademies.org/cfe/Martin_Kramer_presentation.pdf

Advocate:

You will need to become the advocate for yourself and for your child to your local school

board, your county and perhaps your state legislature. Our organization can help.

Resources

Islamist Curricula Organizations

Council on Islamic Education

http://www.cie.org/

Arab World and Islamic Resources

http://www.awaironline.org/

Arab World Studies Notebook

http://www.makanalislam.com/Merchant2/merchant.mv?Screen=PROD&Store_C

ode=AWAIR&Product_Code=ARAB-WORLD

Legacy Video: The Barbarian West (“This final episode traces the origins of

western culture, noting that its triumph was the result of its borrowing from the

legacies of these ancient civilizations, and its borrowings from the Muslim

civilization of the Middle Ages.”

http://www.makanalislam.com/Merchant2/merchant.mv?Screen=PROD&Store_C

ode=AWAIR&Product_Code=LEG-104&Category_Code=CDS-DVDSVIDEOS-

POSTERS

Organizations Investigating and Exposing Islamist Curricula

American Textbook Council

http://www.historytextbooks.org/

Endowment for Middle Eastern Truth

http://www.emetonline.org/

Martin Kramer on the Middle East (largely on teacher training)

http://www.martinkramer.org/reader.html

Stanley Kurtz, National Review Online (multiple articles)

http://article.nationalreview.com/?q=YjRhZjYwMjU4MGY5ODJmM2MzNGNhNzljMz

k4ZDFiYmQ=

Middle East Forum Campus Watch (multiple articles)

http://www.campus-watch.org/

Textbook League

http://www.textbookleague.org/

Reports

“How a Public School in Scottsdale, Arizona, Subjected Students to Islamic

Indoctrination” (Textbook League)38

Refuting Propaganda About the Crusades (Textbook League)39

Islam and the Textbooks (2003 – American Textbook Council)40

Islam and the Textbooks – A Reply to the Critics (American Textbook Council)41

Saudi Arabia’s Curriculum of Intolerance42 (Freedom House – Saudi textbooks used in

private Islamic schools, so far as we know NOT in public schools – useful for cultural

understanding)

The Stealth Curriculum: Manipulating America’s History Teachers43

Textbooks for Jihad44 (Lee Kaplan, Front Page Magazine – on Teacher’s Curriculum

Institute)

Tainted Teachings: What your kids are learning about Israel, American and Islam45

Jewish Telegraph Agency, 4 part series

Textbooks Under the Influence

Human Heritage, by Greenblatt and Lemmo. Glencoe Publishing, 2001

Across the Centuries by Nash, Armento, de Alva, Wilson and Wixson. Houghton-Mifflin,

1994

A Global Mosaic by Ahmad, Brodsky, Crofts and Gay. Prentice-Hall, 2001

Patterns of Interaction by Beck, Black, Krieger, Naylor, Shabaka. McDougal Little. 1999,

2003

Connections to Today by Ellis and Esler. Prentice-Hall, 2001, 2003

38 Textbook League: http://www.textbookleague.org/tci-az.htm

39 Textbook League: http://www.textbookleague.org/122cru.htm

40 American Textbook Council: http://www.historytextbooks.org/islamreport.pdf

41 American Textbook Council: http://www.historytextbooks.org/islamandthetextbooks.pdf

42 Freedom House: http://www.freedomhouse.org/uploads/special_report/48.pdf

43 Fordham Foundation: http://www.edexcellence.net/foundation/publication/publication.cfm?id=331

44 Teachers for Jihad, Front Page magazine: http://frontpagemag.com/Articles/Read.aspx?GUID={3F8C053C-53D2-49CC-B393-

85F4CD79A32B}

45 Tainted Teachings: Jewish Telegraphic Agency: http://www.jta.org/cgi-bin/iowa/news/article/Whatyourkidsarel.html

The Human Experience by Farah and Karls. Glencoe Publishing, 1999

Continuity and Change by Hanes, Holt Rinehart and Winston, 1999

16 Responses to “A Citizen’s Guide to Islamist Curricula in Our Public Schools”

  1. Why Islam? The MTA Campaign is Coming to town…. « the “silent” majority no more! Says:

    […] to site like StopTheMadrassa and read : A Citizens Guide to Islamist Curricula in our Public Schools Read about these offensive ‘history’ books. A propaganda offense that must no longer be […]

  2. Islam in America, Part Six: Education. By Kathy Shaidle | Vlad Tepes Says:

    […] Under Title VI of the 1965 Higher Education Act, Harvard and seventeen other universities only qualify for special funding provided they conduct “outreach” to K-12 teachers, helping them shape lesson plans. And naturally, those lesson plans include laudatory information about Islam and the Middle East… […]

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  5. Connie Crouch Says:

    I recently came across some Islamists discussing Americans “terrorizing THEM” on my FaceBook page. They mostly spoke English, but would inexplicably toss in a foreign (Arabic?) word. I’m including here a sentence one used. Can anyone here translate it? In context, they were discussing what to DO about this non-Islamic behavior, if that helps. Here goes: “Once we’re strong as an Ummah, doing Dawah to the most ignorant amongst them will be easy.”

    • americanvalues Says:

      Ummah is their muslim world vs the non muslim and dawah is the act of proseletizing to the non muslim…..which can be filled with lies …..taqiyya

      • Connie Crouch Says:

        Thank you! Their whole blog is filled with self pity. I wondered if this was some kind of threat. Glad it’s not. And yes, I’m aware of taqiyya.

  6. Islamic Indoctrination in American Schools… Floridians Outraged Over Muslim Bias in Textbooks | Says:

    […] This story is much bigger than a Florida school system. We must consider how big Prentice Hall is and consider that there are likely tens of thousands of these textbooks in circulation. Prentice Hall is not foreign to controversy on this subject. According to StoptheMadrassa… […]

  7. Floridians Outraged Over Islamic Bias And Indoctrination In School Textbooks | Rowan TEA Party Patriots Says:

    […] This story is much bigger than a Florida school system. We must consider how big Prentice Hall is and consider that there are likely tens of thousands of these textbooks in circulation. Prentice Hall is not foreign to controversy on this subject. According to Stop the Madrassa… […]

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