Two American Children Escorted from Taliban Madrassa by American Consulate in Karachi for Flight to NYC
Posted by Evan on July 10th, 2008

“Karachi Kids” Documentary Spurs Action
(July 10 — Atlanta, GA) - Two American children were escorted by the American consulate officers in Karachi, Pakistan Tuesday night Pakistan time and boarded a flight to Dubai, UAE and then boarded a direct flight to NYC, Noor Elahi Khan and Mahboob Elahi Khan are expected to arrive in Atlanta on a Delta flight this afternoon at 4:30 PM.

The two brothers have been in a Pakistani madrassa for four years and are the focus of a newly released documentary entitled “The Karachi Kids”.

“I have been working for months to secure their exit from the Madrassa and from Pakistan,” said Imran Raza, writer, director and executive producer of the Karachi Kids documentary.  “This is great news, but we need to get the other American children out of there, now.  There are nearly 80 other Americans currently at this Jamia Binoria madrassa — that teaches Deobandism — the religion of the Taliban.  Our government, and the Pakistani government, has more work to do to get the other American children out of there.”

Raza discovered the two children from Atlanta while filming a documentary about madrassas.  He returned to the madrassa three times in four years to film their transformation in the hands of the radical mullahs. Children in the documentary film “The Karachi Kids” describe beatings and human rights violations for those who reject the radical teachings of their Taliban masters.  Children from California and Georgia are interviewed in the film from inside the madrassa and discuss coming back to the United States to spread extremism within our borders.

The trailer of the documentary can be seen at www.KarachiKids.com.

The headmaster of the Binoria madrassa personally recruits American children to his institution during Ramadan, and says on camera that: “We work on altering the mindset of the students we are training, so when they return to their home countries, their mindset is such that they will work on altering the minds of others.  That is why I’m appealing to you that at least 1000 to 2000 boys come to us so we can train them and they will go back to their home countries and do the work and make people understand.”  The headmaster of the Binoria madrassa also states that he has already graduated 100 American children from his madrassa.

The trailer of the documentary can be seen at http://www.karachikids.com/
Also see links at the above site and: http://newmediajournal.us/terrorism.htm
http://www.wnd.com/index.php?fa=PAGE.view&pageId=65757
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100 Taliban Madrassa Graduates in USA?
Posted by Evan on July 9th, 2008
 
The Daily Times in Pakistan reports US Vice Counsul General Karen Waltz-Davis visited the radical Binoria madrassa where up to 80 Americans currently study the Koran.  The most interesting point of the article is that Davis “appreciated that 100 students from the university are working in America.”  100 American graduates of a Taliban madrassa in the United States and the State Department is appreciative?
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Statement of Imran Raza Regarding Release of American Children From Pakistani Taliban Madrassa
Posted by Evan on July 10th, 2008

(Atlanta, GA) - Imran Raza, the director and executive producer of the documentary “Karachi Kids” who discovered up to 80 American children in a Taliban-backed madrassa in Pakistan released the following statement regarding the return of two American children to Atlanta:

I am grateful for the safe return of the two American children from Atlanta from a Taliban- backed madrassa but the mullah claims to have up to 78 more in his institution. The headmaster comes to the United States once a year and personally recruits American children to enroll in his madrassa.

The remaining 78 children must be returned to the United States. This pipeline to jihad must be closed.

Let me be clear - these children do not learn math, or science, or liberal arts.  They learn one thing - they memorize over the course of seven years every verse of the Koran coupled with the radical interpretation of their teachers.

This is just the first step in integrating these children back to American society.  I am proud we did our part so we could say ‘Welcome Home.”

It is imperative that Members of Congress and the State Department undertake an accounting of just how many Americans are in the other 20,000 madrassas in Pakistan.  Hundreds remain behind.

The Karachi Kids is a documentary about American children in the Jamia Binoria madrassa in Karachi Pakistan.  A trailer of the film is available at www.karachikids.com.
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‘Hundreds’ of US kids in Pakistan madrassas
PTI
Monday, July 14, 2008  00:00 IST     

ISLAMABAD: A Pakistani filmmaker has launched a campaign to secure the release of 78 American teenagers from a Taliban-backed madrassa in the country and asked the US to step in to check students’ enrolment in radical seminaries to close “the pipeline to jihad”.

Imran Raza, who helped secure the release of two US teenagers of Pakistani origin, found nearly 80 other such boys and girls in Karachi-based Jamia Binoria madrassa while shooting “Karachi Kids” a documentary on American children in Pakistan’s seminaries that will be released next week.

Raza’s film focuses on Noor Elahi Khan, 17, and Mahboob Elahi Khan, 16, the two brothers from Atlanta who were forced to study at Jamia Binoria. When he met them three years ago, the brothers wanted to take the “first plane back to America”. Three years later, the boys had been “brainwashed” and said the madrassa had made them “better human beings”.

The siblings, who were enrolled in Jamia Binoria, considered one of the most radical seminaries in Pakistan, in August 2004, were well into their high school years when they were sent to Pakistan by their father. “I am grateful for the safe return of the two American children to Atlanta from a Taliban-backed madrassa, but the mullah claims to have up to 78 more in his institution. The headmaster comes to the US once a year and personally recruits American children to enrol in his madrassa,” Raza said in a statement on his website shortly after the release of the Khan brothers two days ago.

“The remaining 78 children (from this one school alone) must be returned to the US. This pipeline to jihad must be closed... It is imperative that members of Congress and the State Department undertake an accounting of just how many Americans are in the other 20,000 madrassas in Pakistan. Hundreds remain behind,” Raza said.

Raza’s documentary “Karachi Kids” has been getting rave reviews and he is also running a campaign on his website karachikids.com asking people to help “spread the word”.

He encourages internet surfers to display a Karachi Kids Banner on their blogs or join an affiliate programme to help free other American children of Pakistani descent who are still at madrassas.
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Media Appearances: Geraldo on Sunday & Neil Boortz on Monday
Posted by Evan on July 12th, 2008
http://www.karachikids.com/blog.html
 
Imran is scheduled to be on the Geraldo show on Fox this Sunday.

He is also scheduled to talk about what he saw behind the walls of the madrassa on Monday on the Neil Boortz radio program.

We are optimistic that CNN will take an in depth look at the film and the implications of American children being recruited to radical Islamic madrassa.
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Call for Congressional Hearings Regarding American Children in Pakistani Madrassas
Posted by Evan on July 11th, 2008
 
Recognizing that the story of the Khan brothers is just the tip of the iceberg, Rep. Michael McCaul has asked for congressional hearings to determine just how many American children are currently in madrassas in Pakistan.

In a letter to House Foreign Affairs Committee Chairman Howard Berman and Ranking Member Ileana Ros-Lehtinen, McCaul writes “I would like to address one specific issue that has come to my attention.  Madrassas in Pakistan have come under intense international scrutiny for their anti-Western sentiment and links to terrorism since 9/11, and since the London subway bombings three years ago today, July 7, 2005.  Three of the four suicide bombers who carried out the London plot were British nationals of Pakistani descent.  Two attended madrassas in Pakistan.  The Binoria madrassa is known to recruit Americans most aggressively.  It prominently displays a banner supporting the Taliban.  And it is documented that Osama bin Laden spoke to students at Binoria before the 9/11 attacks.

While these religious schools purport to serve a purpose and educate Islamic children, great concern has grown over the increasing number of “political” madrassas.  They mass-produce extremists with a political agenda, including a narrow view of society and no tolerance of Western culture.  They radicalize Muslims and are seminaries for jihad.  As a result, President Musharref and the newly elected civilian government have both stated the need to register and reform the Madrassa’s in Pakistan, and to remove any foreign students and return them to their home countries.  Despite this pledge there has been little follow up by either the United States or Pakistani governments to address the issue.  While in Pakistan I raised the issue with President Musharref who reiterated the importance of achieving this goal.

In the meantime we have precious little information about the status and number of Americans who are in these Madrassa’s.  I am sure we can all agree that a radically trained terrorist with an American passport is a considerable security threat to this country.  I intend to introduce a resolution on the issue which I hope you will support and cosponsor.  I would also like to request a hearing on the issue so that the House Foreign Affairs Committee can properly investigate the depth of this problem, and to find out what plans the administration has to address it.
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Mad For Madrassas
By INVESTOR'S BUSINESS DAILY | Posted Friday, June 13, 2008 4:20 PM PT
http://www.ibdeditorials.com/IBDArticles.aspx?id=298251045774844

Islamofascism: Saudi money buys a lot in Washington, even an extension of a lease to an Islamic school that graduates terrorists and teaches its students it's OK to kill non-Muslims.

A federal panel wants the Islamic Saudi Academy inside the Beltway shut down for promoting hate, something we've urged for years. But remarkably, this madrassa still has powerful backers — including the State Department.

The U.S. Commission on International Religious Freedom last week released the results of a probe of the academy, which is financed and operated by the Saudi government. It found the school has failed to eliminate violent and intolerant language in textbooks.

The texts used at its main campus, located just across the Potomac in Alexandria, Va., contain passages that vilify Jews and proclaim killing non-Muslims is sometimes permissible.

Despite the failing grade, local government officials renewed the private school's lease in an old public high school building. The Democrat county supervisor in charge of the lease doesn't see any problem with the school or its texts.

In fact, Fairfax County Board of Supervisors Chairman Gerry Connolly reportedly dismissed critics of the Saudi academy as "bigots" as he accepted a check from the Saudi Embassy for another $2.2 million to extend its lease. Perhaps not coincidentally, Connolly is running as a Democrat for Congress. He hopes to fill the local seat of retiring Republican Tom Davis, whose district includes one of the fastest-growing Muslim populations in the country.

The commission that looked at the Saudi texts has turned to the State Department to close the academy. State can do this because as part of the Saudi government, the school is subject to the Foreign Missions Act. But the Washington Times says State plans to let the madrassa continue to operate. Why? The Saudis "told us they would revise the textbooks by the 2008 school year," a spokesman said.

How foolish. The Saudis have been promising to reform their violent texts every year since 9/11. Yet they just pump more petrodollars into spreading their hateful Wahhabi propaganda here.

Within months of the attacks by 15 Saudi hijackers, the Washington Post reported the Saudi academy's 11th-grade textbooks, for example, say one sign of the Day of Judgment will be that Muslims will fight and kill Jews, who will hide behind trees.

The Post went on to quote several students who say they are taught in Islamic studies that "it is better to shun and even to dislike Christians, Jews and Shiite Muslims." One teen told the paper he's taught by academy teachers that it's OK for Muslims to hurt or steal from such "kafirs."

This was the steady diet of hate the Saudi academy fed Ahmed Abu Ali, who joined al-Qaida after graduating and plotted to kill President Bush. Lest anyone think Ali was a misfit loner, he graduated valedictorian and was voted as the "Most Likely to Be a Martyr."

As we've warned repeatedly on these pages, the Islamic Saudi Academy is a breeding ground for terrorists, operating just across the Potomac from the White House and Capitol. Who has the nerve to disregard Saudi money and influence and shut it down?
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Madrassas Protest Reform
Posted by Evan on July 6th, 2008
 
The Pakistan government’s effort to reform radical madrassas have been met by a storm of protest from . . . radical madrassas.  The PTI is reporting that thousands of madrassa students and mullahs gathered in Islamabad in a protest organized by extremist groups:

“They assembled on a street near the mosque for a conference organised by hardline religious groups. TV channels reported that leaders of banned extremist groups like Sipah-e-Sahaba Pakistan and Jaish-e-Mohammed also attended the event.

Several clerics made hard hitting speeches criticising the arrest of former Lal Masjid cleric Maulana Abdul Aziz as well as the government’s plans for reforming madrassas. The seminary students chanted slogans like “Allah-o-Akbar” (God is great).

Clerics said the conference was organised to pay respect to those who died when the army stormed the mosque in the heart of Islamabad after a siege in July last year. Participants demanded the release of Abdul Aziz, the reopening of Jamia Faridia madrassa and rebuilding of Jamia Hafsa madrassa in line with an order issued by the Supreme Court.

Both the madrassas are affiliated to Lal Masjid. Jamia Faridia was closed after the military operation while Jamia Hafsa was razed. Abdul Aziz was arrested at the conclusion of the operation while his brother Abdul Rashid Ghazi was shot dead. Over 100 people were killed in the operation.”
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Interior Ministry Memo Reveals Americans in Karachi Kids Documentary are “Blacklisted” by Pakistan
Posted by Evan on June 29th, 2008
 
The International Herald Tribune reported June 28 that Pakistan will deport 8 foreign students studying in the Jamia Binuria madrassa.

Two of the students who are to be deported are Americans and are the focus of the Karachi Kids documentary, which films their transformation from American teenagers fighting to leave the Jamia Binuria madrassa, into students who have willingly converted to fundamentalist doctrine taught at the Jamia Binuria.

This document reveals the two Americans, Noor Elahi Khan and Mahboob Elahi Khan, have been blacklisted by the government of Pakistan, and can never legally return to the country.

Pakistan is to be commended for its courage to expell these students, as well as the six others studying at the Jamia Binuria madrassa.

The estimated 500 foreign students at all the Pakistani Madrassa should also be expelled and deported from Pakistan — including the 75 to 80 American children at the Jamia Binuria madrassa.

Noor and Mahboob under go a process of indoctrination, captured on film by the Karachi Kids documentary.

It is soul wrenching and saddening to watch.

Karachi Kids shows why it is essential that the two key elements of Pakistan law be upheld and enforced that can be used to deport these foreign students.  First, that all foreign students who have overstayed their visa be forced return to their native country, and secondly, that the edict against foreigners studying in Pakistani madrassas be enforced.

This document may be the start of that process — one which will make the world a much safer place.
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Stricter Visa Policies
Posted by Evan on June 18th, 2008
 
Seeing increasing terrorist activities in Pakistan, the government is imposing stricter visa policies for foreign students studying in madrassahs.

Guess who is not happy?  The Binoria Madrassas headmaster Mufti Naeem. 
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Undercover city detective finds hints of danger among mosques
BY PATRICE O'SHAUGHNESSY
DAILY NEWS STAFF WRITER
Saturday, July 5th 2008, 9:24 PM
Mehri/Getty
http://www.nydailynews.com/news/ny_crime/2008/07/05/2008-07-05_undercover_city_detective_finds_hints_of.html

Hajj to Mecca (above) and anti-U.S. fervor like protest in Turkey (below) radicalize men, says undercover.

As the global war on terror approaches the start of its eighth year, the NYPD says it has never been more prepared - but also warns that the city can never let its guard down. In a two-part series, Daily News reporter Patrice O'Shaughnessy looks at the terror threat in New York - and around the world. Sunday's installment focuses on an NYPD undercover officer who dug deep into the potential terrorists in our midst.

A young undercover city detective spent four years in the shadowy world of terrorist wanna-bes - taking part in jihadist discussions and training in parks in the dead of night - to get a handle on the homegrown threat.

At great personal risk, he participated in everything from prayers at a mosque to martial arts training under cover of darkness to watching jihadist videos, with many of the activities laced with talk of killing, according to a source familiar with the undercover's investigations.

His experiences paint a vivid portrait of the potential for local terror. While the picture is in no way indicative of the city's Muslim population as a whole, it provides insight into its most radical element.

The detective spent his time interacting with informal groups of youths and men who shared extremist views - and his experiences illustrate what police say is the potential for radicalization of some elements in the community.

He reported that after prayers at a neighborhood mosque, there were often private classes that included discussions about bombing different areas.

The men discussed violent jihad in bookstores, private houses and on buses en route to paintball and shooting-range events.

He was invited to join in "bonding" activities like working out at a gym and martial arts training in parks at night, during which the group discussed ideological justifications for killing Westerners.

He also watched military movies and jihadist videos with groups of young men in private homes. During one such evening, one man got so excited he punched a wall.

The detective reported that some youths became extremists after they traveled to their home countries; others went on the hajj - the pilgrimage to Mecca - and came back fired up by imams who encouraged violence as a religious obligation.

Others, after visiting relatives abroad, became enraged at their family's living conditions and blamed the U.S. for supporting nondemocratic governments.

Although the youths talked about ways to attack the U.S., they lacked a strong leader who could help them follow through on a plan, the detective reported.

The undercover, a Muslim who came to America from Bangladesh when he was 7, gave only a glimpse of his work as an undercover when he testified during the trial of the Herald Square bomb plotters, the only known New York City homegrown plot to reach the jihadization stage.

The groups the detective interacted with resemble the "bunches of guys" that Marc Sageman, a noted terrorism authority and new scholar-in-residence at the NYPD, says are the real concern. His position has stirred a debate among security analysts.

While some experts contend the chief threat is Al Qaeda, Sageman, author of "Leaderless Jihad," contends the threat comes more from radicalized individuals who meet and scheme in their neighborhoods and on the Internet.

"We're still very much learning about our enemy," said Police Commissioner Raymond Kelly. "Sageman will help us do that. He was with the CIA, a consultant to France and Spain. He's a heavyweight."

While the homegrown threat is real, "An attack from afar by Al Qaeda is always a possibility," Kelly emphasized.

Intelligence analysts for the department have compiled a report, "Radicalization in the West," that "conceptualized the whole notion of the homegrown threat," said David Cohen, deputy commissioner of intelligence. The Internet as training ground and recruitment tool for homegrown radicals is strong, Cohen said, but the number of jihadist Web sites - up from a dozen in 1998 to more than 5,000 now - has probably flattened out.

"Along with expanding computer investigations done by the cyber unit, we have expanded our human program," Cohen said, referring to traditional undercover detective work. The detective appeared in Brooklyn Federal Court two years ago as the final witness at the four-week trial of Shahawar Matin Siraj, 23, a Pakistani immigrant who was convicted of plotting to blow up the Herald Square subway station during the Republican National Convention in 2004.

The detective was not involved in that case, but testified that he had come across Siraj during his undercover work.

Testifying under the fake name of Kamil Pasha, he said he was taken from the Police Academy in October 2002 to be a "walking camera," eyes and ears, among Muslims. He interacted with groups in Brooklyn and elsewhere in the city.

The detective has been involved in "numerous" investigations for the intelligence division, part of a cadre of undercovers who act as listening posts.

"We don't target a group as a whole; we look for patterns of behavior, travel, training," Cohen said.

The NYPD has studied attacks in Europe to enhance its understanding of the homegrown threat. For example, the July 7, 2005, London subway bombings that killed 52 people drove home the issue of plotting being done outside the target area. The attack plan was hatched in Leeds - more than 150 miles from London.

"We drew a 200-mile perimeter around the city, and we work with all the local police agencies from Maryland to Canada," Cohen said.

"We have our ear to the ground," Kelly said. "We are aware of the possibility of a threat to this city developing very close to home."
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PAKISTAN'S RISING ISLAMIST TIDE
By RALPH PETERS (July 2, 2008)
http://www.nypost.com/seven/07022008/postopinion/opedcolumnists/pakistans_rising_islamist_tide_118142.htm

FOR a misery junkie, Pakistan's got it all: gruesome Islamist terror; a phony democracy drowning in corruption; wretched poverty and obscene stolen wealth; a terrified army - and nukes.

Last weekend, Pakistani security forces launched a desperate counteroffensive in the Khyber Agency on the Afghan border. They hope to prevent medieval tribesmen (with modern weapons) from overrunning the city of Peshawar and severing the main supply route for US and NATO forces in Afghanistan.

The Pakistani Frontier Corps made some local gains. But their efforts amount to belated sandbagging against the rising flood of militant Islam.

Of course, trouble on Pakistan's Afghan frontier isn't new: It was long the stuff of adventure novels and splendid black-and-white movies. A friend reminded me that, during World War I, the Brits fired artillery from the walls of the fort in downtown Peshawar to fend off tribesmen shouting, "God is great!"

But there's a vital difference now: In the past, jihads were tribal and local, if fierce. The Islamist rebellions sweeping the country's Northwest Frontier and the Federally Administered Tribal Areas reflect a global vision: It isn't just the Khyber Pass and Peshawar that are threatened these days.

What happened? For decades, Pakistani politicians preached anti-Americanism at home while sucking up to Washington in official circles. (Your teeth fell out? Blame the godless CIA.) Not one leading politician in the country's history argued that Pakistan's problems began at home.

As fake democracy failed the people again and again, Islamist demagogues found open ears in the dirt-poor tribal areas. Mullahs still blamed Uncle Sam - but they were the first to also blame the country's own politicians for poverty and corruption.

The bulk of the country's population in the densely populated regions east of the Indus River still hasn't signed up for extremism - but the fundamentalists now enjoy de facto control of most of the Afghan frontier.

Why did one Islamabad regime after another let the cancer worsen? They didn't care. The tribal areas are poor - nothing there to steal, except for drug profits (and the pols got their cut from the dope). By the time Gen. Pervez Musharraf seized the president's chair, a crisis was blazing.

Under Musharraf, the security forces (which never fully cut ties with the Taliban) made half-hearted efforts to fight the militants, then tried to bargain with them. Nothing worked.

But credit Musharraf: He genuinely cared about his country. Now the situation's worsening by the day.

After the assassination last year of the dazzlingly dishonest Benazir Bhutto, her party won a sympathy vote, leaving her jailbird husband as the national power broker.

Perched on his wife's grave, Asif Ali Zardari doesn't share Musharraf's patriotism. "Mr. Ten Percent" is delighted to cut deals that leave the fanatics in charge of the impoverished regions west of the Indus - as long as he and his gang remain free to loot what remains in "wealthy" Sindh and Punjab.

The army's caught in the middle. On one hand, it's got the most capable chief of staff it's had in many years, Gen. Ashfaq Kiyani. And it's the only responsible, remotely capable national-level entity. On the other hand, the generals are terrified that an all-out offensive against the militants would fail.

And only the army holds Pakistan together.

So the military's trying limited operations - sticking it halfway in. In the Khyber, the generals sent out the paramilitary Frontier Corps to push back militant gangs threatening the two-lane "highway" to Afghanistan. They held back the regular army as a reserve - and to protect Peshawar, if things went south.

Why act at all? Unlike Zardari and his ilk, the generals now grasp that the Islamists can't be bought off, that no deal will last a day longer than the fanatics find useful.

They also realize that the US can't allow the severing of the prime supply link to our forces in Afghanistan. We'd have to do the job ourselves - and that would trigger a political deluge in Pakistan.

Meanwhile, the extremists have imposed Sharia law; assassinated or executed officials and insufficiently devout Pakistanis; allied with the Taliban; welcomed al Qaeda - and detached huge swaths of the country.

The Pakistani military doesn't know what to do. And the government all the Western Benazir groupies howled for doesn't give a damn.

The only remotely positive note is that, despite their public protests, the Pakistani generals are pleased when we hit al Qaeda and Taliban targets on their soil - doing their work for them. But were we to move beyond air strikes and special ops to major incursions, their military would be forced into a face-off with us.

What's the underlying lesson? That corruption and sham democracy are the Islamist fanatic's friends. Nothing in al Qaeda's message, or in the calls to arms from other extremists, rings so true to embittered Muslims as attacks on uncaring governments.

We should listen.
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The Stealth Jihad in Turkey
by Robert Spencer
Posted: 06/11/2008
http://www.humanevents.com/article.php?id=26909
 
Anyone opposed to the global jihad should be watching recent developments in Turkey very closely -- not just for what they reveal about the direction in which that country is headed, but so as to understand nothing less than the new direction of the jihad movement.

Turkish Prime Minister Recep Tayyip Erdogan, along with President Abdullah Gul and their ruling Justice and Development Party (AKP), have been moving for quite some time to dismantle Turkish secularism and transform Turkey into a state governed by Islamic law. But as Prime Minister, Erdogan has not engaged in a direct assault on Turkish secularism. Instead, he and the AKP have steadily chipped away at it, reintroducing provisions of Islamic law piece by piece, while professing to uphold the country’s secular character.

In 2004 Erdogan took steps to criminalize adultery, and late in 2005 the AKP banned alcoholic beverages in government cafes and restaurants in Ankara. In May 2008 a new law came into effect that effectively outlawed sale of alcohol by the glass in bars and restaurants.

In the 1990s, as mayor of Istanbul, Erdogan was forthright about this goal, expressing his opposition to secularism in no uncertain terms: “You cannot be both secular and a Muslim! You will either be a Muslim, or secular!...It is not possible for a person who says ‘I am a Muslim’ to go on and say ‘I am secular too.’ And why is that? Because Allah, the creator of the Muslim, has absolute power and rule!”

Saying that Allah has “absolute power and rule” is a fundamentally political statement.  And from its inception Islam has been a political and social system, not just a religious faith in the way most Westerners conceive of religion. The establishment of Islamic law as the only legitimate system of government is a goal that Erdogan shares with Osama bin Laden and other jihadists around the world; they only differ regarding the best means to go about this.

While Al-Qaeda and other jihad groups have focused on violent attacks on Western targets, Erdogan has shown himself a master of the stealth jihad: the slow, steady, step-by-step encroachment upon secular societal norms, continuing until Islamic law is fully in place.

This effort is proceeding, too, in the West. As a Muslim Brotherhood operative, Mohamed Akram, put it in 1991 memorandum outlining the organization’s strategy in the United States: “The Muslim Brotherhood must understand that their work in America is a kind of grand Jihad in eliminating and destroying the Western civilization from within and ‘sabotaging’ its miserable house by their hands and the hands of the believers so that it is eliminated and Allah’s religion is made victorious over all other religions.” Akram explained that this sabotaging of Western civilization would take place not through terror attacks, but by numerous non-violent initiatives carried out by a variety of Islamic organizations. With the public geared to be on guard only against terror attacks, these efforts would slip by unnoticed.

And so they have in Turkey -- at least up until last week. In line with its small-step, indirect approach, for years now the government has been trying to overturn the law banning the Islamic headscarf in Turkish universities. But on Thursday the Turkish Constitutional Court, the nation’s highest court, overturned a new AKP-backed law allowing the headscarf in universities, saying it contravened the Constitutional tenets providing for Turkish secularism. With the possibility looming that the Constitutional Court could even ban the AKP itself, on the grounds that it posed a threat to Turkey’s Constitutional order, Erdogan canceled a trip to Switzerland and returned to Ankara, where he and his top aides met in an emergency strategy meeting on Friday. If the party is outlawed, Erdogan and Gul could be barred from holding political office.

The Turkish courts and military have intervened to save Turkish secularism before. They may now, and soon again. If Erdogan were to be down, he would not be out, and analysts would be well-advised to study his stealth jihad in Turkey: there are groups in Western Europe and the U.S. that are pursuing exactly the same kind of small-scale, step-by-step approach that the AKP has followed with so much success until last week.

With story after story appearing documenting the disarray and decay of Al-Qaeda, the stealth jihad could be the wave of the future around the world. And its guiding light, however his personal political fortunes may shift, will be Recep Tayyip Erdogan.
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Jihadis break cover
Bruce Loudon | July 09, 2008

US Assistant Secretary of State Richard Boucher, the Bush administration's point man on policy in South Asia, is a highly regarded and experienced diplomat seldom given to public expressions of exasperation.

Anti-Musharraf demonstration in Rawalpindi in June. Picture: AFP
So when on a recent visit to Islamabad he gave vent at a news conference to apparent feelings of despair about what was happening in a country increasingly seen as the linchpin in the war against global Islamic extremism, it was inevitable that his remarks would create concern. The issue facing nuclear-armed Pakistan, Boucher insists, is not President Pervez Musharraf.

"This is not the problem that Pakistan faces right now," he maintains, in what was taken as a warning to the country's floundering civilian Government, installed in office only 100 days ago.

"There's danger of bombings and suicide bombers. There's rising food prices. There's energy difficulties. Their electricity is being cut off through load shedding."

And, he might have added, there is a leadership vacuum and administrative paralysis in what many regard as one of the world's most strategically important nations, which has opened the door to al-Qa'ida and Taliban militants, who are cutting a swath through much of the countryside and even steadily encircling one of its main cities, Peshawar.

Years of double-dealing by the ill-starred Musharraf regime provide the backdrop to the crisis: double-dealing that has resulted in spy agency the ISI working with extremists and able to pick up 9/11 mastermind Khalid Sheikh Mohammed virtually on Musharraf's doorstep in Rawalpindi in 2003, but unable or unwilling to do anything about finding Osama bin Laden or Ayman al-Zawahiri, despite compelling evidence that they are somewhere in Pakistan's tribal areas.

The same ISI with the same Musharraf-appointed commanders remains firmly in place in Islamabad, still involved in the same shadowy and duplicitous activities, and accused of working with him to undermine the new Government.

The same meddlesome activities of the agencies that most Pakistanis believe were responsible for the assassination of Benazir Bhutto last December remain the subject of suspicion among the country's political leaders as they helplessly watch the advance of extremism and continued double-dealing with al-Qa'ida and the Taliban.

Last night there were serious suggestions at a high level in New Delhi that the monstrous terrorist bomb attack on the Indian embassy in Kabul on Monday was the work of the ISI working in collusion with the Taliban.

As with the Bhutto assassination, most Pakistanis are never sure when a terrorist bomb goes off whether it is the work of genuine militants or those working hand in glove with the agencies.

Boucher, at his news conference, did not use the word dire as he spoke. But he will have heard it often enough in Islamabad.

"Dire, it is," one senior diplomat in Islamabad says. "Desperate might be another appropriate description of the situation. Here we are in a country that is absolutely critical to the battle against extremism here and around the world, and a Government elected with such high hopes and international goodwill and installed in office only three months seems just about totally unable to get to grips with the situation."

A suicide bombing in the heart of Islamabad on Sunday was one manifestation of the crisis. So, too, is the steady encirclement of Peshawar, one of four provincial capitals only a 90-minute drive from Islamabad, with militants moving about at will and many of the city's more affluent people packing their bags and fleeing before what they believe could be an extremist takeover that would include the imposition of sharia law.

Little by little, militants are moving in strength ever closer to the city's perimeter, threatening the security of the highway that is the main supply route for weapons shipped to the port of Karachi and bound for the NATO-led coalition forces in Afghanistan.

According to most sources, in much of Pakistan's northwest the Government's writ is virtually nonexistent.

In vast stretches of territory (significantly, including areas where the country's nuclear resources are deployed), al-Qa'ida and Taliban militants enjoy a largely free rein, unchallenged and unhindered as they impose sharia law and send columns of fighters into Afghanistan. Boucher's message to Islamabad was plain, according to diplomats in the Pakistan capital. "For God's sake, the clock's ticking and getting closer to midnight. Start governing and get on with meeting the challenge posed by the extremists before it's too late," one envoy says.

All the indications are that few in the newly elected political milieu are listening. The judgment - five months after the country overturned eight years of jackbooted military dictatorship - is that the country is in the grip of "institutional paralysis and a dysfunctional Government", according to former general Talat Masood.

"I have a feeling that no one is in charge and that is why the militants are taking advantage," he says. Few would challenge his gloomy assessment.

And the failure to get to grips with extremist militancy is a reflection of this. So, too, is the Government's paralysis over such fundamental issues as the restoration of judges sacked by Musharraf when he declared his illegal state of emergency last November - an issue that lies at the heart of much of the despair gripping the nation.

Last week the extent of this failure was further highlighted when the judges installed by Musharraf reasserted their support for the dismissal of those who were sacked and the constitutionality of his actions.

Largely because of the mismanagement of the previous government appointed by Musharraf, Pakistan's 160 million people are suffering unprecedented shortages of basic foods such as flour.

An economy that only a few months ago boasted the highest foreign exchange reserves, a solid growth in exports and gross domestic product, and a soaring stock market is, too, in dire straits.

So, who is to blame for all this, and why has everything turned so sour so quickly after all the optimism following the February election? Why are things so dire?

A generous view among some is that any new democratic government coming to power after eight years of military rule would have problems, and that it's far too early to reach a conclusion of failure. That, however, fails to recognise the effect of conflicts that have preoccupied the new leaders to the exclusion of getting to grips with issues.

Within weeks of its formation, the new Government had run aground on the issue of the restoration of the judges, and the popular former prime minister Nawaz Sharif, leader of the Pakistan Muslim League, had led his ministers out of cabinet when it became clear that Asif Ali Zardari, chairman of the dominant Pakistan People's Party, was going to renege on the fundamental promise to restore the judges.

The judges and Musharraf lie at the centre of the plight Pakistan finds itself in, which is contributing significantly to the inability of security forces to get to grips with the onslaughts by the Islamic extremists linked to al-Qa'ida and the Taliban.

If there is a core issue in Pakistani politics it is the reinstatement of chief justice Iftikhar Chaudhry and the 60 or so sacked judges. It is an issue that every indicator shows has great popular support. It is one that accounts for Sharif's huge backing, since he alone has been faithful to the promise made by him and Zardari for their restoration.

But Musharraf, apparently still enjoying the support of the armed forces that have ruled Pakistan for most of the past 61 years, has been implacable in insisting that the judges should not be restored. And Zardari, effectively running the country through his hand-picked Prime Minister Yousuf Raza Gilani, has sided with Musharraf, apparently fearing that if the judges are restored they might not limit themselves to challenging Musharraf's legality but also turn their sights on Zardari's colourful past.

Zardari and the PPP have twisted and turned, changed and rechanged their positions, all the time promising that the judges will be restored. But the reality is that despite constitutional lawyers saying reinstatement requires no more than a simple vote in parliament, nothing has happened and government is paralysed.

Woven into every aspect of this stand-off is Musharraf's position - whether he should stay or go, whether he should quit voluntarily or be impeached by the parliament or even be arraigned on charges of high treason and punished - and until it is resolved, most analysts believe, there will be no solution to the crisis.

And it's not just Musharraf's position that is at issue. Incredibly, in the view of many critics, the Government has left untouched such pillars of the military dictatorship as the attorney-general and the boss of the notorious ISI spy agency, apparently unable to move its own people into these key roles.

Boucher, in making the plea for the political class to divert itself from preoccupation with Musharraf and get on with the real issues of the day, was articulating the US administration's longstanding support for the former military ruler as a key ally in the war against al-Qa'ida and the Taliban. It is support that has earned the US highly damaging unpopularity in Pakistan and, in the view of many who have long been familiar with the country, contributed significantly to the growth in backing for Islamic fundamentalism that is now being seen at every level of society, not just in remote badlands.

Indicators have shown that about 73 per cent of Pakistanis have an unfavourable view of Musharraf. The cries of "Go, Musharraf, go" that have echoed across the country since that dark day in March last year when the military ruler made his first abortive attempt to sack the chief justice are approaching a crescendo.

So, too, are the cries of "Allah-o-akbar" as the militants, taking advantage of the political and administrative paralysis, steadily advance out of the tribal areas to which they were previously confined and close in on cities such as Peshawar while launching the sort of suicide bombing attack that was seen in the heart of Islamabad.

To those who have closely observed Pakistan since that fateful day more than 30 years ago when general Mohammed Zia ul-Haq overthrew the democratic government of Zulfiqar Ali Bhutto, the political and security conflicts besetting the Islamic republic have seldom looked more challenging.

In any country they would be deeply worrying. In one that is both a nuclear power and nominally a vital bulwark in the battle against global terrorism, the prospects could hardly be more portentous.
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Boy Beaten in Madrassa — Near Death
Posted by Evan on June 14th, 2008
 
Daily Times of Pakistan reports on more physical violence against students in madrassas by the teachers:

“A 14-year-old madrasa student has been hospitalised and is in serious condition after being thrashed by his teacher, the teacher’s brother and the teacher’s son.

The issue was a minor one; the student told the cleric’s son not to enter his room with his shoes on. The victim has been identified as Muhammad Zahid, a resident of Muzaffargarh district. The cleric’s brother’s name is Umer and son’s name is Abu Bakar. The victim’s brother, Muhammad Shahid, told Daily Times on Friday that his brother and he studied from Qari Suleman in Umer Farooq Madrassa near Doctor’s Hospital.

He said that the cleric’s son entered his brother’s room with his shoes on, on which his brother asked the cleric’s son to take his shoes off. “This infuriated Abu Bakar, who beat my brother up. Umer also came in the room and smashed my brother’s head against the wall several times and stamped on his face about a dozen times. They beat him mercilessly. The next day the cleric came to know about the incident and started beating my brother up. He thrashed him as if he were an animal. My brother was seriously shaken up, but could stand straight. He went to Jinnah Hospital, but doctors told him he was okay.”

Jinnah Hospital House Officer Dr Khalid said, “Muhammad Zahid was brought to hospital by his relatives about a week ago. He ran a high fever. We didn’t know about the beating. We came to know about the incident three days ago. By then Muhammad Zahid’s condition worsened because of the blows to the head and he could not breathe.”

The victim’s father, Muhammad Khan, said he could not afford a good school and therefore was forced to send his children to a madrasa. “It is my fault that my son is in this condition. I haven’t contacted the police because I know they won’t do anything,” he added.
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Torture at a Madrassa
Posted by Evan on June 9th, 2008
 
In the Karachi Kids, the children tell a story of another child who was tied to his bed and beaten for rejecting the dictates of the mullahs.  This is not an isloated incident.

The Daily Times reports that police in Lahore, Pakistan have recovered a 12-year old boy from a madrassa where he was found in shackles.  Police raised the madrassa and found the child tied in iron chains.  The mother of the child had sought help of local human rights activists for the recovery of her son.
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Pakistan orders deportation of 8 foreigners studying at Islamic seminary
The Associated Press
Saturday, June 28, 2008
http://www.iht.com/bin/printfriendly.php?id=14063211

KARACHI, Pakistan: An Islamic seminary says the Pakistani government is deporting eight foreign students.

Mufti Naeem Ahmed, head of the Jamia Binuria seminary, says the Interior Ministry is ordering the students to leave the country within 15 days. The students are from the United States, Thailand and Fiji.

Ahmed says the government gave no reason for the order and the seminary will appeal to have it rescinded. About 500 of the seminary's 5,000 students are foreign.

Pakistan's Islamic seminaries have been accused of being breeding grounds for militants. Several leaders in the Taliban militia fighting U.S.-led forces in Afghanistan graduated from religious schools in Pakistan.
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Stricter visa policies for foreign madrassah students
By Shamim Bano (6/12/2008) Karachi
http://www.thenews.com.pk/print1.asp?id=118078

The stay of thousands of foreign students studying at madrassahs in the country is under threat again, now that the visa policy has reportedly been tightened by the government of Pakistan. The step is attributed to what officials referred to as “increasing terrorist activity” in the country.

Insiders commenting on the step said that foreign students going back home during winter vacation would not be issued visas. Moreover, the visas od students whose term was expiring would also not be extended.

This has caused anxiety among students, because they will then be penalised for overstaying in the country. The government, officials said, was under immense pressure from the US to get the “madressah issue” resolved. The US government is of the view that Islamic clerics in Pakistan are the main source of disturbances, especially in tribal areas.

The Sheikh-ul-Hadis and administrator of Binnoria University International, Mufti Mohammed Naeem said, however, that Pakistan was identified as an Islamic country only because of religious seminaries and Ulema. In his view, madressahs build character and provide education in order to make students good human beings.

He also refuted the allegation levelled by Interior Minister Rahman Malik wherein the latter had blamed madressahs for terrorism. He said that the present government was continuing the policy of the previous one.

Naeem also requested that the government soften the visa policy for foreign students. Thousands of foreign students studying at madressahs are a lucrative source of revenue, and are an honour for the country, because they return to their countries as Pakistan’s ambassadors, Naeem maintained.
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Lawmaker Expects American Teens to Be Released From Pakistani Madrassa
Tuesday , July 08, 2008

Two American teenage boys unable to leave the radical madrassa where they've been studying for the past four years in Karachi, Pakistan, should be released in the next week, a Texas congressman told FOX News on Tuesday.

Republican Rep. Michael McCaul, along with Democratic Reps. Gene Green and Henry Cuellar, also of Texas, called on Pakistani President Pervez Musharraf to help get the boys released from the school.

"That is our hope, if the madrassas will let them go. The passports have been tendered over to the government at this time, and it's a question of the madrassas releasing these two American children and letting them come home," McCaul said.

The boys, identified as Noor Elahi Khan, 17, and Mahboob Elahi Khan, 16, are from the Atlanta area; their parents are Pakistani.

Noor and Mahboob were born in the U.S. and lived there until being sent to Karachi several years ago by their father.

A family member said that the boys were sent to Pakistan to learn to memorize the Koran, which the family believed would enable the entire clan to gain entry to heaven. A congressional source told FOX News that the family has decided that it wants the boys back, but their father is very reticent to speak because he is afraid it will reflect negatively on Islam and would be viewed dimly, a situation that the family wants to avoid because the boys are still in Pakistan.

The story of the three boys became known after a documentary filmmaker went to the madrassa and filmed the boys' alleged radicalization. The filmmaker went to McCaul to tell him his concerns about the boys.

The three congressmen flew to Pakistan last week to discuss military affairs with Pakistani officials. On their way to meet with Musharraf, McCaul told the others about the American boys who were studying at a madrassa, or Islamic religious school, called the Jamia Binoria Institute. Green and Cuellar were unaware of the teens' plight.

In their July 4 meeting with Musharraf, the Pakistani president assured McCaul that the teens would be let go, as did the U.S. ambassador to Pakistan, saying they could be sent home as early as this week.

Musharraf told the congressional delegation that he has been trying to close this particular madrassa, according to Green.

"There's been a concern about madrassas who teach people how to hate America," said the congressman.

"The madrassas is holding these children in there against their will," said McCaul. "But I know President Musharraf and he has a policy to exclude all foreigners from the madrassas including Americans. Obviously, this policy is not being effectuated."

Within hours of the lawmakers' meeting with Musharraf, Pakistan's new civilian government announced that it would continue with his madrassas' reform policy, which includes expulsion of foreign students, registration with the federal government, control of funding and standardization of the curriculum, according a McCaul press release on his negotiations.

McCaul told FOX News that Pakistan has 20,000 madrassas, and he knows of at least 80 Americans studying in them.

Green said it isn't uncommon for lawmakers to get involved in "domestic disputes" between family members in different countries, though in many of those cases, one parent is in the United States and the other is in Mexico. The fact that this situation deals with parents from Pakistan "makes it a little more complicated," said Green.

"Sharia law is a little different," he said. "It may give preference to the father."

A Justice Department source told FOX News that Pakistan has revoked the teens' visas, and officials there say they want to send the boys back to the United States.
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Two American Children Released from Taliban Madrassa 
July 10, 2008

Two American Children Escorted from Taliban Madrassa by American Consulate in Karachi for Flight to NYC
"Karachi Kids" Documentary Spurs Action
Two American children were escorted by the American consulate officers in Karachi, Pakistan Tuesday night Pakistan time and boarded a flight to Dubai, UAE and then boarded a direct flight to NYC, Noor Elahi Khan and Mahboob Elahi Khan are expected to arrive in Atlanta on a Delta flight this afternoon at 4:30 PM.

The two brothers have been in a Pakistani madrassa for four years and are the focus of a newly released documentary entitled "The Karachi Kids".

"I have been working for months to secure their exit from the Madrassa and from Pakistan," said Imran Raza, writer, director and executive producer of the Karachi Kids documentary.  "This is great news, but we need to get the other American children out of there, now.  There are nearly 80 other Americans currently at this Jamia Binoria madrassa -- that teaches Deobandism -- the religion of the Taliban.  Our government, and the Pakistani government, has more work to do to get the other American children out of there."

Raza discovered the two children from Atlanta while filming a documentary about madrassas.  He returned to the madrassa three times in four years to film their transformation in the hands of the radical mullahs. Children in the documentary film "The Karachi Kids" describe beatings and human rights violations for those who reject the radical teachings of their Taliban masters.  Children from California and Georgia are interviewed in the film from inside the madrassa and discuss coming back to the United States to spread extremism within our borders.

The headmaster of the Binoria madrassa personally recruits American children to his institution during Ramadan, and says on camera that: "We work on altering the mindset of the students we are training, so when they return to their home countries, their mindset is such that they will work on altering the minds of others.  That is why I'm appealing to you that at least 1000 to 2000 boys come to us so we can train them and they will go back to their home countries and do the work and make people understand."  The headmaster of the Binoria madrassa also states that he has already graduated 100 American children from his madrassa.
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The Stealth Jihad in Turkey
Robert Spencer, Human Events
Anyone opposed to the global jihad should be watching recent developments in Turkey very closely -- not just for what they reveal about the direction in which that country is headed, but so as to understand nothing less than the new direction of the jihad movement. Turkish Prime Minister Recep Tayyip Erdogan, along with President Abdullah Gul and their ruling Justice and Development Party, have been moving for quite some time to dismantle Turkish secularism and transform Turkey into a state governed by Islamic law.
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US 'Not Permitted' to Hunt Osama in Pakistan
AP/MSNBC
http://newmediajournal.us/terrorism.htm

NEW YORK - Pakistan's top diplomat said Saturday there are no U.S. or other foreign military personnel on the hunt for Osama bin Laden in his nation, and none will be allowed in to search for the al-Qaida leader.

In an interview with The Associated Press, Pakistani Foreign Minister Shah Mahmood Qureshi said his nation's new government has ruled out such military operations, covert or otherwise, to catch militants.

"Our government's policy is that our troops, paramilitary forces and our regular forces are deployed in sufficient numbers. They are capable of taking action there. And any foreign intrusion would be counterproductive," he said Saturday. "People will not accept it. Questions of sovereignty come in."

The United States has grown increasingly frustrated as al-Qaida, the Taliban and other militants thrive in Pakistan's remote areas and in neighboring Afghanistan, and has offered U.S. troops to strike at terrorism networks. Critics in Washington also have expressed frustration with the new Pakistani government's pursuit of peace deals with tribes in the region. Bin Laden is believed to be hiding somewhere in the Afghan-Pakistan border region.

Tension between the U.S. and Pakistan have been high after Pakistan said U.S. aircraft killed 11 of its soldiers at a border post in June. U.S. officials have said coalition aircraft dropped bombs during a clash with militants.

Qureshi said he tried to reassure Secretary of State Condoleezza Rice at their meeting Friday that his government was doing everything it can to combat militants in lawless tribal areas bordering Afghanistan.

Fighting militants
Pakistan and Afghanistan regularly exchange criticism about not doing more to fight extremists operating along their long, remote, mountainous border that is seen by the U.S. as crucial to stopping terrorism.

Qureshi also met Thursday with U.N. Secretary-General Ban Ki-moon, who agreed to Pakistan's request to establish an independent commission that will investigate Bhutto's killing.

Qureshi acknowledged Saturday that "there are some infiltrations" still occurring, but there are no covert U.S. military operations trying to catch al-Qaida figures and its chief, Taliban members or any other suspected militants.

"There are none," he said. "It will create such an anti-U.S. feeling in Pakistan that I would say would mar the atmosphere of cooperation that exists between us."

Qureshi described Pakistan's counterterrorism as a "grassroots" approach.

"Our strategy is that the military option alone is not enough," he said. "This war has to be fought besides the armies, with the help of the people, by winning hearts and minds."

Does he believe bin Laden is in Pakistan?

"I don't think so. I'm not sure," he said. "Nobody's aware of that. Nobody can speak with certainty. But our policy's very clear. We are allies in this war. And if Pakistan has actionable information vis-a-vis Osama bin laden or any other high value target, Pakistan will immediately take action."
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US Poised to Attack Pakistan Extremists
Bruce Loudon, The Australian
Loudon, South Asia correspondent | July 11, 2008

US commandos are reportedly poised to launch raids against al-Qa'ida and Taliban targets in Pakistan as Washington moves an aircraft carrier into the Arabian Sea.

The redeployment of the Abraham Lincoln and its escort vessels from the Gulf yesterday came after US military intelligence officials recorded an increase in the number of foreign fighters travelling to Pakistan's tribal areas to join with militants.

A US military spokesman told the The New York Times there had been a corresponding drop in the number of foreign fighters entering Iraq -- now less than 40 a month, compared with up to 110 a month one year ago -- and that "the flow may reflect a change that is making Pakistan, not Iraq, the preferred destination for some Sunni extremists from the Middle East, North Africa and Central Asia seeking to take up arms against the West".

The officials say the influx shows a strengthening of al-Qa'ida forces in the tribal areas, a key base of support for the Taliban.

The paper reported that jihadist websites were encouraging foreign militants to go to Pakistan and Afghanistan, which was considered a "winning fight," compared with the insurgency in Iraq.

Three US congressmen back from a trip to the region revealed yesterday they were briefed about US plans to stage raids against targets in Pakistan's Federally Administered Tribal Areas, where most of the militancy feeding the insurgency in Afghanistan is believed to be based.

The congressmen said plans for heightened US military operations were in response to Pakistan's failure to disrupt terrorist training camps and cross-border attacks blamed for the almost 40per cent increase in Taliban attacks in Afghanistan in recent months. Attacks in Afghanistan in June exceeded those in Iraq.

Pakistan's new democratic Government has insisted it would not allow cross-border raids into its territory by any country.

One of the congressmen was quoted as saying: "If we don't do something now, they're going to strike us again (in the US), and it is going to be out of this area."

Democrat Henry Cuellar added: "Either Pakistan does more or we will be taking things into our own hands. If our troops are fired on, there will be hot pursuit into that territory."

Frustration with Pakistan spilled over at the UN yesterday when Afghan Foreign Minister Rangin Dadfar Spanta told the Security Council that a key reason for the worsening security in his country was "the de facto truce" in Pakistan's tribal areas.

The new Government in Islamabad began talks with Islamic militants in the region soon after winning elections in February, including with Taliban warlord Baitullah Mehsud, who was blamed by the previous government and the US for the December assassination of former Pakistani premier Benazir Bhutto.

"One of the main factors contributing to the deterioration of the security situation in the country is the de facto truce in the tribal areas beyond the border," Mr Spanta said.

A secret agreement between the US and President Pervez Musharraf to allow US special forces to enter Pakistan in pursuit of terrorists in the FATA region is said to have stalled under the new administration in Islamabad.

Jihadi forces have promised to increase suicide bombings if it co-operates with coalition operations in Pakistan.

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Bin Laden's son in web terror rant
By SIMON HUGHES, Chief Investigative Reporter
Published: 09 Jul 2008
http://www.thesun.co.uk/sol/homepage/news/article1398695.ece
http://newmediajournal.us/terrorism.htm
 
THIS is Osama Bin Laden’s school-age son, who yesterday continued his father’s mission of hate — with a POEM begging for Britain to be destroyed.

Baby-faced Hamza Bin Laden — just 16 but already dubbed the Crown Prince of Terror — also ranted in his evil ode that the US and our other allies must be wiped out.

The teen declared in his demented ditty to fanatics: “Accelerate the destruction of America, Britain, France and Denmark.”

He continued: “Oh God, reward the fighters hitting the infidels and defectors. Oh God, guide the youth of the Islamic nation and let them assist with the fighters’ plans.

“God, be pleased with those who want to go for jihad — and blind those who are watching and want to capture them.”

The vile verses, by the youngest of the al-Qaeda warlord’s 18 sons, appeared on an extremist website to mark three years since the 7/7 London suicide bombings killed 52 innocents. The poem urged: “Grant victory to the Taliban over the gangs of infidels.”

His words — believed to be recited by the lad himself — accompanied a short video clip featuring old footage of his dad.
 
A short introduction announced: “We now offer you a new poem by Sheikh Hamza Bin Laden, may God protect him.” Hamza — thought to be hiding on the Pakistan-Afghanistan border — is Bin Laden’s only son by his Saudi wife.

Respected terrorist expert Chris Dobson said: “Despite his youth he is emerging as Bin Laden’s likely heir.” Tory MP Patrick Mercer, a member of the Home Affairs Committee, said: “The sins of the father are being visited upon the son. We now have the Crown Prince of Terror taking up his father’s mantle.”

Author and internet terror expert Neil Doyle warned: “There’s been a rising level of extremist chatter online about attacks on Britain. The comments will add fuel to that.” Jacqui Putnam, who survived the 7/7 attacks, said: “It’s deeply distressing. He should be doing what any boy his age in any culture should be doing and finding out about life in a normal way.”

The Muslim Council of Britain also blasted the poem, branding al-Qaeda “mass murderers”.
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http://www.frontpagemag.com/Articles/Read.aspx?GUID={67736123-6864-4205-B51E-BCBDEF45FCDE}
The Muslim Brotherhood "Project"  
By Patrick Poole
FrontPageMagazine.com | Thursday, May 11, 2006

One might be led to think that if international law enforcement authorities and Western intelligence agencies had discovered a twenty-year old document revealing a top-secret plan developed by the oldest Islamist organization with one of the most extensive terror networks in the world to launch a program of “cultural invasion” and eventual conquest of the West that virtually mirrors the tactics used by Islamists for more than two decades, that such news would scream from headlines published on the front pages and above the fold of the New York Times, Washington Post, London Times, Le Monde, Bild, and La Repubblica.

If that’s what you might think, you would be wrong.

In fact, such a document was recovered in a raid by Swiss authorities in November 2001, two months after the horror of 9/11. Since that time information about this document, known in counterterrorism circles as “The Project”, and discussion regarding its content has been limited to the top-secret world of Western intelligence communities. Only through the work of an intrepid Swiss journalist, Sylvain Besson of Le Temps, and his book published in October 2005 in France, La conquête de l'Occident: Le projet secret des Islamistes (The Conquest of the West: The Islamists' Secret Project), has information regarding The Project finally been made public. One Western official cited by Besson has described The Project as “a totalitarian ideology of infiltration which represents, in the end, the greatest danger for European societies.”

Now FrontPage readers will be the first to be able to read the complete English translation of The Project.

What Western intelligence authorities know about The Project begins with the raid of a luxurious villa in Campione, Switzerland on November 7, 2001. The target of the raid was Youssef Nada, director of the Al-Taqwa Bank of Lugano, who has had active association with the Muslim Brotherhood for more than 50 years and who admitted to being one of the organization’s international leaders. The Muslim Brotherhood, regarded as the oldest and one of the most important Islamist movements in the world, was founded by Hasan al-Banna in 1928 and dedicated to the credo, “Allah is our objective. The Prophet is our leader. Qur’an is our law. Jihad is our way. Dying in the way of Allah is our highest hope.”

The raid was conducted by Swiss law enforcement at the request of the White House in the initial crackdown on terrorist finances in the immediate aftermath of 9/11. US and Swiss investigators had been looking at Al-Taqwa’s involvement in money laundering and funding a wide range of Islamic terrorist groups, including Al-Qaeda, HAMAS (the Palestinian affiliate of the Muslim Brotherhood), the Algerian GIA, and the Tunisian Ennahdah.

Included in the documents seized during the raid of Nada’s Swiss villa was a 14-page plan written in Arabic and dated December 1, 1982, which outlines a 12-point strategy to “establish an Islamic government on earth” – identified as The Project. According to testimony given to Swiss authorities by Nada, the unsigned document was prepared by “Islamic researchers” associated with the Muslim Brotherhood.

What makes The Project so different from the standard “Death of America! Death to Israel!” and “Establish the global caliphate!” Islamist rhetoric is that it represents a flexible, multi-phased, long-term approach to the “cultural invasion” of the West. Calling for the utilization of various tactics, ranging from immigration, infiltration, surveillance, propaganda, protest, deception, political legitimacy and terrorism, The Project has served for more than two decades as the Muslim Brotherhood “master plan”. As can be seen in a number of examples throughout Europe – including the political recognition of parallel Islamist government organizations in Sweden, the recent “cartoon” jihad in Denmark, the Parisian car-burning intifada last November, and the 7/7 terrorist attacks in London – the plan outlined in The Project has been overwhelmingly successful.

Rather than focusing on terrorism as the sole method of group action, as is the case with Al-Qaeda, in perfect postmodern fashion the use of terror falls into a multiplicity of options available to progressively infiltrate, confront, and eventually establish Islamic domination over the West. The following tactics and techniques are among the many recommendations made in The Project:

Networking and coordinating actions between likeminded Islamist organizations;
Avoiding open alliances with known terrorist organizations and individuals to maintain the appearance of “moderation”;

Infiltrating and taking over existing Muslim organizations to realign them towards the Muslim Brotherhood’s collective goals;

Using deception to mask the intended goals of Islamist actions, as long as it doesn’t conflict with shari’a law;

Avoiding social conflicts with Westerners locally, nationally or globally, that might damage the long-term ability to expand the Islamist powerbase in the West or provoke a lash back against Muslims;

Establishing financial networks to fund the work of conversion of the West, including the support of full-time administrators and workers;

Conducting surveillance, obtaining data, and establishing collection and data storage capabilities;

Putting into place a watchdog system for monitoring Western media to warn Muslims of “international plots fomented against them”;

Cultivating an Islamist intellectual community, including the establishment of think-tanks and advocacy groups, and publishing “academic” studies, to legitimize Islamist positions and to chronicle the history of Islamist movements;

Developing a comprehensive 100-year plan to advance Islamist ideology throughout the world;
Balancing international objectives with local flexibility;

Building extensive social networks of schools, hospitals and charitable organizations dedicated to Islamist ideals so that contact with the movement for Muslims in the West is constant;

Involving ideologically committed Muslims in democratically-elected institutions on all levels in the West, including government, NGOs, private organizations and labor unions;

Instrumentally using existing Western institutions until they can be converted and put into service of Islam;

Drafting Islamic constitutions, laws and policies for eventual implementation;
Avoiding conflict within the Islamist movements on all levels, including the development of processes for conflict resolution;

Instituting alliances with Western “progressive” organizations that share similar goals;
Creating autonomous “security forces” to protect Muslims in the West;

Inflaming violence and keeping Muslims living in the West “in a jihad frame of mind”;

Supporting jihad movements across the Muslim world through preaching, propaganda, personnel, funding, and technical and operational support;

Making the Palestinian cause a global wedge issue for Muslims;

Adopting the total liberation of Palestine from Israel and the creation of an Islamic state as a keystone in the plan for global Islamic domination;

Instigating a constant campaign to incite hatred by Muslims against Jews and rejecting any discussions of conciliation or coexistence with them;

Actively creating jihad terror cells within Palestine;

Linking the terrorist activities in Palestine with the global terror movement;

Collecting sufficient funds to indefinitely perpetuate and support jihad around the world;

In reading The Project, it should be kept in mind that it was drafted in 1982 when current tensions and terrorist activities in the Middle East were still very nascent. In many respects, The Project is extremely prescient for outlining the bulk of Islamist action, whether by “moderate” Islamist organizations or outright terror groups, over the past two decades.

At present, most of what is publicly known about The Project is the result of Sylvain Besson’s investigative work, including his book and a related article published last October in the Swiss daily, Le Temps, L'islamisme à la conquête du monde (Islamism and the Conquest of the World), profiling his book, which is only available in a French-language edition. At least one Egyptian newspaper, Al-Mussawar, published the entire Arabic text of The Project last November. 

In the English-language press, the attention paid to Besson’s revelation of The Project has been almost non-existent. The only mention found in a mainstream media publication in the US has been as a secondary item in an article in the Weekly Standard (February 20, 2006) by Olivier Guitta, The Cartoon Jihad. The most extensive commentary on The Project has been by an American researcher and journalist living in London, Scott Burgess, who has posted his analysis of the document on his blog, The Daily Ablution. Along with his commentary, an English translation of the French text of The Project was serialized in December (Parts I, II, III, IV, V, Conclusion). The complete English translation prepared by Mr. Burgess is presented in its entirety here with his permission.

The lack of public discussion about The Project notwithstanding, the document and the plan it outlines has been the subject of considerable discussion amongst the Western intelligence agencies. One US counterterrorism official who spoke with Besson about The Project, and who is cited in Guitta’s Weekly Standard article, is current White House terrorism czar, Juan Zarate. Calling The Project a Muslim Brotherhood master plan for “spreading their political ideology,” Zarate expressed concerns to Besson because “the Muslim Brotherhood is a group that worries us not because it deals with philosophical or ideological ideas but because it defends the use of violence against civilians.”

One renowned international scholar of Islamist movements who also spoke with Besson, Reuven Paz, talked about The Project in its historical context:

The Project was part of the charter of the international organization of the Muslim Brotherhood, which was official established on July 29, 1982. It reflects a vast plan which was revived in the 1960s, with the immigration of Brotherhood intellectuals, principally Syrian and Egyptians, into Europe.

As Paz notes, The Project was drafted by the Muslim Brotherhood as part of its rechartering process in 1982, a time that marks an upswing in its organizational expansion internationally, as well as a turning point in the alternating periods of repression and toleration by the Egyptian government. In 1952, the organization played a critical support role to the Free Officers Movement led by Gamal Abdul Nasser, which overthrew King Faruq, but quickly fell out of favor with the new revolutionary regime because of Nasser’s refusal to follow the Muslim Brotherhood’s call to institute an ideologically committed Islamic state. At various times since the July Revolution in 1952, the Brotherhood has regularly been banned and its leaders killed and imprisoned by Egyptian authorities.

Since it was rechartered in 1982, the Muslim Brotherhood has spread its network across the Middle East, Europe, and even America. At home in Egypt, parliamentary elections in 2005 saw the Muslim Brotherhood winning 20 percent of the available legislative seats, comprising the largest opposition party block. Its Palestinian affiliate, known to the world as HAMAS, recently gained control of the Palestinian Authority after elections secured for them 74 of 132 seats in the Palestinian Legislative Council. Its Syrian branch has historically been the largest organized group opposing the Assad regime, and the organization also has affiliates in Jordan, Sudan, and Iraq. In the US, the Muslim Brotherhood is primarily represented by the Muslim American Society (MAS).

Since its formation, the Muslim Brotherhood has advocated the use of terrorism as a means of advancing its agenda of global Islamic domination. But as the largest popular radical movement in the Islamic world, it has attracted many leading Islamist intellectuals. Included among this group of Muslim Brotherhood intellectuals is Youssef Qaradawi, an Egyptian-born, Qatar-based Islamist cleric.

As one of the leading Muslim Brotherhood spiritual figures and radical Islamic preachers (who has his own weekly program on Al-Jazeera), Qaradawi has been one of the leading apologists of suicide bombings in Israel and terrorism against Western interests in the Middle East. Both Sylvain Besson and Scott Burgess provide extensive comparisons between Qaradawi’s publication, Priorities of the Islamic Movement in the Coming Phase, published in 1990, and The Project, which predates Qaradawi’s Priorities by eight years. They note the striking similarities in the language used and the plans and methods both documents advocate. It is speculated that The Project was either used by Qaradawi as a template for his own work, or that he had a hand in its drafting in 1982. Perhaps coincidentally, Qaradawi was the fourth largest shareholder in the Al-Taqwa Bank of Lugano, the director of which, Youssef Nada, was the individual in whose possession The Project was found. Since 1999, Qaradawi has been banned from entering the US as a result of his connections to terrorist organizations and his outspoken advocacy of terrorism.

For those who have read The Project, what is most troubling is not that Islamists have developed a plan for global dominance; it has been assumed by experts that Islamist organizations and terrorist groups have been operating off an agreed-upon set of general principles, networks and methodology. What is startling is how effectively the Islamist plan for conquest outlined in The Project has been implemented by Muslims in the West for more than two decades. Equally troubling is the ideology that lies behind the plan: inciting hatred and violence against Jewish populations around the world; the deliberate co-opting and subversion of Western public and private institutions; its recommendation of a policy of deliberate escalating confrontation by Muslims living in the West against their neighbors and fellow-citizens; the acceptance of terrorism as a legitimate option for achieving their ends and the inevitable reality of jihad against non-Muslims; and its ultimate goal of forcibly instituting the Islamic rule of the caliphate by shari’a in the West, and eventually the whole world.

If the experience over the past quarter of a century seen in Europe and the US is any indication, the “Islamic researchers” who drafted The Project more than two decades ago must be pleased to see their long-term plan to conquer the West and to see the Green flag of Islam raised over its citizens realized so rapidly, efficiently and completely. If Islamists are equally successful in the years to come, Westerners ought to enjoy their personal and political freedoms while they last.

Read the English translation of The Project here: http://www.frontpagemag.com/articles/readarticle.asp?ID=22416&p=1
---

Mujahideen Monitor U.S. Economy, Attempt to Undermine Dollar
US Economy to Undermine Dollar
MEMRI.org
http://www.memri.org/bin/latestnews.cgi?ID=SD196108

Numerous postings on Islamist websites in the past two years reflect the mujahideen's growing interest in the state of the U.S. economy. As was argued in a 2007 MEMRI analysis, [1] many of the jihadists and their supporters have come to view their struggle against the U.S. and the West as an economic war. More specifically, they have come to the conclusion that it is financial, rather than military, losses that will prompt the U.S. to change its policies in the Middle East and elsewhere. Consequently, they emphasize the importance of targeting U.S. interests around the world, and of directing their military jihad primarily at targets that affect the U.S. economy.

"The Dollar Can Expect Two Additional Blows That Will Break Its Back"
The mujahideen's growing interest in undermining U.S. economy is reflected, for example, in an article in the 26th issue of the GIMF's e-magazine Sada Al-Jihad (Echo of Jihad), recently posted on Al-Hesbah and on other Islamist websites. [2] The article, titled "Why the Dollar Collapsed and How America Controls the Price of Oil," discusses the factors that contributed to the devaluation of the dollar in recent years.

The author lists among the key factors the economic damage caused by Hurricane Katrina; the losses caused by the September 11 attacks; the cost of the war on terror and of the wars in Afghanistan and Iraq; the U.S.'s persistent trade deficit and growing government debt; investors' growing faith in the Euro; the recent subprime crisis in the U.S.; and the fact that financial institutions around the world have started to reduce their dollar reserves, thereby flooding the market with dollars and decreasing the demand for this currency.

The author ends his analysis with the following threat: "The dollar can expect two additional blows that will break its back... [namely] the announcement of the return of the Caliphate..." and the reinstatement of the gold standard in international monetary trade.

A recent posting on the Al-Ikhlas forum urges the mujahideen and their supporters to sell their dollars, if they have any, because Al-Qaeda is planning a strike inside the U.S. so that it will undermine the American economy: "[I advise you] to get rid of [your] American dollars... and buy gold instead... or real estate. The next attack inside the U.S. is imminent... Zawahiri will convey his instructions [regarding this attack] in his next [message]... This attack will put an end to the so-called United States of America and destroy its economy completely... The day of the attack is very near..." [3]

Given that it is highly atypical for Al-Qaeda to give prior warning of its attacks, the message is probably an attempt to pressure Muslims to sell dollars, in order to generate pessimism in the dollar market and thus accelerate the drop in its value.
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U.S.: Al Qaeda In Iraq Training Children
Renewed Warnings About Al Qaeda
(CBS) Written for CBSNews.com by Farhan Bokhari, reporting from Islamabad.
http://www.cbsnews.com/stories/2008/07/04/cbsnews_investigates/main4234162.shtml?source=RSSattr=HOME_4234162

An undated image from a video released by the U.S. military which said it shows an apparent al Qaeda in Iraq training operation involving child recruits. Security officials tells CBS News that al Qaeda is extending its search for suicide bombers among the children of central Asian republics. (AP Photo/US Military )

Al Qaeda has successfully established a network for recruiting boys as young as 12 from across central Asia as it seeks new volunteers to enlarge its team of prospective suicide bombers and militants fighters, senior security officials from the Middle East have revealed to CBS News.

News of al Qaeda venturing into the former Soviet central Asian republics with a population that has a largely Muslim heritage marks a significant addition to reports earlier this year that the hardline group had recruited young boys in the Pak-Afghan border region.

Last May, a senior Pakistani security official showed a rare video clip to CBS News documenting a boy, barely 12 years old, using a machete to severe the head of a middle-aged man whom militants probably suspected as being a spy for the U.S.

In an execution which typified the Taliban brand of quick justice, that boy severed the head of his victim who was completely tied up and thrown on the ground as a crowd of hundreds of spectators cheered.

The mountains visible in the background of the video suggest that it was carried out in the rugged terrain somewhere in the border area between Pakistan and Afghanistan.

“The effort to recruit young boys for the cause has been extended to central Asia. We have reports that this effort may now be up to two years old,” said one senior Middle Eastern security official who spoke to CBS News on condition of anonymity.

He said al Qaeda appears to have had more success in central Asian countries such as Tajikistan and Uzbekistan - the two states at the center of Islamic militancy - compared to other central Asian republics.

Though impossible to document the scale on which al Qaeda has successfully recruited young boys, the security official said, "You are looking at maybe a few hundred such cases."

While confirming the report of al Qaeda recruiting boys in central Asia, another Middle East security official said the militant group was eager to build its ranks in the former Soviet republics, which are seen as an emerging important frontier.

“There is too much pressure on al Qaeda in the Pak-Afghan region, so they are looking at others areas to spread their wings,” said the second official who also spoke to CBS News on condition of anonymity.

“They (al Qaeda) probably believe that heading out to central Asia would be good for their cause. One big advantage is that, unlike the Pak-Afghan region, there is less focus by the U.S. in central Asia" - a reference to the large presence of U.S. military forces on the ground in Afghanistan.

News of this recruitment pattern comes as Pakistani authorities on Friday braced for the first anniversary of last year’s military attack on the "Lal" (red) mosque in the center of Islamabad, once a nerve centre of Islamic militants.

The late Abdul Rasheed Ghazi, a firebrand Islamic preacher from the mosque, had vowed to establish an Islamic system of justice, and last summer ordered his followers to enforce strict Islamic interpretations. The edict included attacking shops selling music CDs.

The stand-off surrounding the mosque revealed that a number of armed militants who fought the military last year had joined hardline groups when they were still teenagers. The fighting culminated with the killing of Ghazi and his co-militants.

Islamic hardliners have now promised to commemorate the anniversary on Sunday, when many who sympathized with Ghazi’s cause are expected to visit the mosque and pay their respects.

Farhan Bokhari has been covering Southeast Asia for several large European news organizations for 16 years. Based in Islamabad, he focuses his coverage on politics and security issues surrounding the war against terrorism.
---

Islam-promoting principal defied order to protect kids
Students required to attend CAIR indoctrination event
http://www.wnd.com/index.php?fa=PAGE.view&pageId=65757

Noted a WND reader: "All I could think while reading this was what would have happened to this school had it been Christianity being taught?

"Then I thought, 'So where's the ACLU and the other complainers?' … I guess some religions are more equal than others."
---

Texas children roped into Islamic training
Class by CAIR teaches: 'There is one god, Allah'
http://www.worldnetdaily.com/index.php?pageId=65659

The parent reported the presentation was 30 to 40 minutes long and handled by two Muslim women from CAIR's Houston office. CAIR, as WND has reported, is spinoff of the defunct Islamic Association for Palestine, launched by Hamas leader Mousa Abu Marzook and former university professor Sami al-Arian, who pleaded guilty to conspiracy to provide services to Palestinian Islamic Jihad.

Among the convicted CAIR staffers are former communications specialist Randall Todd "Ismail" Royer, who was sentenced to 20 years in prison on charges he trained in Virginia for holy war against the U.S. and sent several members to Pakistan to join a Kashmiri terrorist group with reported ties to al-Qaida; and Bassem Khafagi, who was arrested in January 2003 while serving as CAIR's director of community relations and convicted on fraud and terrorism charges in connection with a probe of the Islamic Assembly of North America, an organization suspected of aiding Saudi sheiks tied to Osama bin Laden. In October 2006, Ghassan Elashi, a member of the founding board of directors of the Texas branch of CAIR, was sentenced to nearly seven years in prison for financial ties to a high-ranking terrorist.

The parent reported Lowe told students her sister, niece and nephew were Muslim.

But the parent complained the Muslims "were given full attention of our kids, during academic school time, to present their religious beliefs. … This was put right at the end of the school year … which will most likely prevent a Christian response."

There also was no parental notification, and students were required to attend.

"The kids did not even know they were having an assembly or what topic it pertained to until they entered the gym," the parent wrote. "I send my kids to school for academics. … I teach them religion at home."
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Islam studies required in California district
Course has 7th-graders memorizing Koran verses, praying to Allah
http://www.wnd.com/news/article.asp?ARTICLE_ID=25997

In the wake of Sept. 11, an increasing number of California public school students must attend an intensive three-week course on Islam, reports ASSIST News Service.

The course mandates that seventh-graders learn the tenets of Islam, study the important figures of the faith, wear a robe, adopt a Muslim name and stage their own jihad. Adding to this apparent hypocrisy, reports ANS, students must memorize many verses in the Koran, are taught to pray "in the name of Allah, the Compassionate, the Merciful" and are instructed to chant, "Praise to Allah, Lord of Creation."

"We could never teach Christianity like this," one outraged parent told ANS.

Elizabeth Christina Lemings, a teacher in the Byron, Calif., Union School District, was unaware of the course until her seventh-grade son brought home the handouts. Obtained by ANS, the handouts include a history of Islam and the life of Mohammad, its founder. There are 25 Islamic terms that must be memorized, six Islamic (Arabic) phrases, 20 Islamic proverbs to learn along with the Five Pillars of Faith and 10 key Islamic prophets and disciples to be studied.

"We can't even mention the name of Jesus in the public schools," Lemings laments, "but ... they teach Islam as the true religion, and students are taught about Islam and how to pray to Allah. Can you imagine the barrage of lawsuits and problems we would have from the ACLU if Christianity were taught in the public schools, and if we tried to teach about the contributions of Matthew, Mark, Luke, John and the Apostle Paul? But when it comes to furthering the Islamic religion in the public schools, there is not one word from the ACLU, People for the American Way or anybody else. This is hypocrisy."

ANS reports that students are to pretend that they are Muslims, wear Muslim clothing to school, stage their own jihad via a dice game and pick out a Muslim name (to replace their own) from a list of 30.

When asked what they thought about the course, students described it as "fun," while others described Islam as "a pretty culture." Joseph Lemings, 12, told ANS, "the jihad was like playing a video game."

The "fun" description disturbs Elizabeth Lemings, who sees the course as a tool, not only to engender sympathy and support for the Muslim cause, but for recruitment.

"This is not just a class of history of examining culture," she said. "This course is entirely too specific. It is more about indoctrination."

Nancy Castro, principal of Intermediate-Excelsior School of Byron, told ANS that the Islam course (included within "History of Culture") reflects California educational standards. Castro maintains the course "is not religion, but ancient culture and history. We do not endorse any religion; we just make students aware." Castro further emphasized the course textbook is in use throughout California.

The textbook used for the Islamic course, "Across The Centuries," is published by Houghton-Mifflin and has been adopted by the California school system. In it, according to ANS, Islam is presented broadly in a completely positive manner, whereas the limited references to Christianity are "shown in a negative light, with events such as the Inquisition, and the Salem witch hunts highlighted in bold, black type." ANS notes the portrayal of Islam leaves out word of "the wars, massacres, cruelties against Christians and other non-Muslims that Islam has consistently perpetrated over the centuries."
---

TV news crew probing Islam at public school attacked
Sought comment on state report ordering institution to stop religious accomodation
Posted: May 20, 2008
http://www.wnd.com/index.php?fa=PAGE.view&pageId=64811

The KSTP crew was dispatched to the school to cover the story and obtain reaction from school officials, according to a statetment on the station's website .

"While on school grounds, our crew was attacked by school officials," the station said. "Our photographer was injured while wrestling with the two men over the camera. Our photographer was examined by paramedics and suffered minor shoulder and back injuries."

O'Connell said that as soon as he and his cameraman stepped onto the school property, two men from the school "came right out" and tried to wrestle the camera away.

"There were two guys on my cameraman," he said.

O'Connell called police.

"It's quite clear they targeted us as a station," he said.

He said police were investigating various charges related to the cameraman's injuries, as well as possible trespassing charges against the news crew brought by school officials.

"The police are going to try to look into our videotape," O'Connell said. "Our competing station also got video from another point of view. It's pretty telling video. You see it all go down."

The state report said many of the school's operations comply with state charter school law and federal guidelines for prayer in schools, but the two areas – the formalized Islamic prayer time during the school day and the plan delaying transportation home for children until after the post-class religious instruction is finished – must be addressed.

School director Asad Zaman told the Star-Tribune, "I now have proof that this is not a religious school."

The Star-Tribune previously documented that the charter high school for kindergarten through eighth-grade students is named after a Muslim warlord, shares the address of the Muslim American Society of Minnesota, is led by two imams, is composed almost exclusively (99 percent) of blacks and has as its top goal to preserve "our values."

And it's all funded by the taxpayers of Minnesota.

Star-Tribune columnist Katherine Kersten wrote she was denied permission to visit the school. The school also has declined to return WND telephone requests for an interview.

The institution has drawn criticism from a number of observers, including Robert Spencer, who monitors such developments at Jihad Watch.

"Can you imagine a public school founded by two Christian ministers, and housed in the same building as a church? Add to that – in the same building – a prominent chapel. And let's say the students are required to fast during Lent, and attend Bible studies right after school. All with your tax dollars," he wrote. "Inconceivable? Sure."

If such a place existed, Spencer said, "the ACLU lawyers would descend on it like locusts. It would be shut down before you could say 'separation of church and state,' to the accompaniment of New York Times and Washington Post editorials full of indignant foreboding, warning darkly about the growing influence of the Religious Right in America."

The substitute teacher Getz told Kersten after she spent the day at the school, "The prayer I saw was not voluntary. The kids were corralled by adults and required to go to the assembly where prayer occurred."

Kersten previously revealed other links between the school and Islam, including a carpeted space for prayer, halal food in the cafeteria and fasting for students during Ramadan.

The Muslim American Society of Minnesota has not hidden the fact that the charter school is located at its facility. The published program for its annual convention last year – featuring the theme "Establishing Islam in Minnesota" – asked, "Did you know that MAS-MN … houses a full-time elementary school?"

On the adjacent page was an ad for Tarek ibn Ziyad.
---

Muslim religion taught under guise of history
'Students perform skits about the tenets of Islam belief'
Posted: September 20, 2007
By Bob Unruh
http://www.wnd.com/index.php?fa=PAGE.view&pageId=43621

The "Five Pillars" of Islam – charity, fasting, prayer, belief and pilgrimage – are being taught to public school students in Nyssa, Ore., under the guise of world history, the school has confirmed to WND, even though a parent raised a complaint about the same teachings a year ago.

In a letter to parents following the concerns that were raised at that point, Supt. Don Grotting and other school officials told parents that the text called "Journey Across Time" features a chapter on "Islamic Civilizations."

As part of that, "class activities have included guest speakers (including an American soldier serving in Iraq and a practicing Muslim woman who is an American citizen living in Mountain Home) who talked about geography, dress, climate, religion, economy and culture and student skits, in which students prepare and perform three- to five-minute skits about the tenets of Islam belief: charity, fasting, prayer, belief, and pilgrimage."

Janine Weeks, the curriculum director at the school, this week told WND that the curriculum, and class activities, are continuing.

"We've not made any changes," she said. "The content standards require that we present information about the rise of Islam in the context of world history."

She said there are "choices" about the way students can respond to the chapter's requirements. "Perhaps one of the items might be the fact that there is a religious journey that is part of the belief system; the kids can present that in a report," she said.

However, she said she was unaware of what requirements there were for presenting the basic beliefs of any other religion, including Christianity, to students.

The McGraw-Hill book itself, according to its online outline, heavily emphasizes the positive aspects of Islam.

"Muslims were successful merchants, in part because they had a common language and a common currency. Baghdad, Cairo, and Damascus grew wealthy from trade and became important centers of learning, government, and the arts. The cities featured mosques that served as Muslim houses of worship and centers of learning. The bazaar was a very important part of the Muslim city. Although Muslims enjoyed great success and cities grew, most Muslims lived in villages and farmed," the book says.

"Muslims made valuable contributions in math, science, and the arts. Muslim scholars saved and translated the works of the ancient Greeks and Romans. Muslims are well known for their beautiful buildings. The Taj Mahal, which is made of marble and precious stone, is one of the world's most beautiful buildings," it says.

Meanwhile, in its chapter on Christianity, it notes that Christianity "attracted many followers because it gave meaning to people's lives, appealed to their emotions, and promised happiness after death."

It goes on to talk about the schism between the Roman Catholic Church and the Eastern Orthodox Church that still exists.

For a student exercise, it suggests students study the American Red Cross.

In its chapter on Judaism, the book notes "the 12 tribes of Israel often quarreled, so they asked a prophet to choose a king to unite them against their enemies." Then, after World War II, "Palestine was divided into a Jewish nation called Israel."

The parent who raised the concerns a year ago, Kendalee Garner, was contacted and told WND that essentially Christianity and Judaism are not being taught. "They teach the history of Hinduism but not the tenets of its faith," she said.

"When I asked the teacher today if they were changing the curriculum she replied there is nothing we need to change," she said.

Idalia Stam, the chair of the school board, confirmed the same teaching curriculum was being used, but declined further comment on the issue.

A lawyer who has argued over such teachings in a case that went to the U.S. Supreme Court said the procedures wouldn't last 10 seconds in a public school if Christianity were being addressed.

"Would it have been 'just cultural education' if students were in simulated baptisms, wearing a crucifix, having taken the name of St. John and with praise banners saying 'Praise be to Jesus Christ' on classroom walls?" Edward White III, of the Thomas More Law Center, told WND earlier.

As WND has reported the case White handled was almost a duplicate. Teachers were having students memorize Islamic prayers, wear Islamic dress and learn to behave as a Muslim under the guise of studying history.

Some parents objected and their resulting lawsuit was turned back by the 9th U.S. Circuit Court of Appeals where the opinion called it "cultural education."

The presence of such Islamic teachings is because "organized Islamists have gained control of textbook content," according to an organization that analyzes textbooks.

The American Textbook Council has concluded that the situation is the consequence of "the interplay of determined Islamic political activists, textbook editors, and multiculturally minded social studies curriculum planners."

It has gone so far that correcting the situation now becomes a problem, because "educational publishers and educational organizations have bought into claims propounded by Islamists – and have themselves become agents of misinformation."

That comes from Gilbert T. Sewall, who not only wrote the organization's report on Islam and textbooks, but also generated a response to the flood of criticism he encountered.
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Study: 3 in 4 U.S. mosques preach anti-West extremism
Secret survey exposes widespread radicalism
Posted: February 23, 2008
http://www.wnd.com/index.php?fa=PAGE.view&pageId=57141

An undercover survey of more than 100 mosques and Islamic schools in America has exposed widespread radicalism, including the alarming finding that 3 in 4 Islamic centers are hotbeds of anti-Western extremism, WND has learned.

The Mapping Sharia in America Project, sponsored by the Washington-based Center for Security Policy, has trained former counterintelligence and counterterrorism agents from the FBI, CIA and U.S. military, who are skilled in Arabic and Urdu, to conduct undercover reconnaissance at some 2,300 mosques and Islamic centers and schools across the country.

"So far of 100 mapped, 75 should be on a watchlist," an official familiar with the project said.

Many of the Islamic centers are operating under the auspices of the Saudi Arabian government and U.S. front groups for the radical Muslim Brotherhood based in Egypt.

Frank Gaffney, a former Pentagon official who runs the Center for Security Policy, says the results of the survey have not yet been published. But he confirmed that "the vast majority" are inciting insurrection and jihad through sermons by Saudi-trained imams and anti-Western literature, videos and textbooks.

The project, headed by David Yerushalmi, a lawyer and expert on sharia law, has finished collecting data from the first cohort of 102 mosques and schools. Preliminary findings indicate that almost 80 percent of the group exhibit a high level of sharia-compliance and jihadi threat, including:

Ultra-orthodox worship in which women are separated from men in the prayer hall and must enter the mosque from a separate, usually back, entrance; and are required to wear hijabs.
Sermons that preach women are inferior to men and can be beaten for disobedience; that non-Muslims, particularly Jews, are infidels and inferior to Muslims; that jihad or support of jihad is not only a Muslim's duty but the noblest way, and suicide bombers and other so-called "martyrs" are worthy of the highest praise; and that an Islamic caliphate should one day encompass the U.S.
Solicitation of financial support for jihad.
Bookstores that sell books, CDs and DVDs promoting jihad and glorifying martyrdom.
Though not all mosques in America are radicalized, many have tended to serve as safe havens and meeting points for Islamic terrorist groups. Experts say there are at least 40 episodes of extremists and terrorists being connected to mosques in the past decade alone.

Some of the 9/11 hijackers, in fact, received aid and counsel from one of the largest mosques in the Washington, D.C., area. Dar al-Hijrah Islamic Center is one of the mosques indentified by undercover investigators as a hive of terrorist activity and other extremism.

It was founded and is currently run by leaders of the Muslim Brotherhood. Imams there preach what is called "jihad qital," which means physical jihad, and incite violence and hatred against the U.S.

Dar al-Hijrah's ultimate goal, investigators say, is to turn the U.S. into an Islamic state governed by sharia law.

Another D.C.-area mosque, the ADAMS Center, was founded and financed by members of the Muslim Brotherhood, and has been one of the top distributors of Wahhabist anti-Semitic and anti-Christian dogma.

Even with such radical mosques operating in its backyard, the U.S. government has not undertaken its own systematic investigation of U.S. mosques.

In contrast, European Union security officials are analyzing member-state mosques, examining the training and funding sources of imams, in a large-scale project.

Some U.S. lawmakers want the U.S. to conduct its own investigation.

"We have too many mosques in this country," said Rep. Pete King, R-N.Y. "There are too many people who are sympathetic to radical Islam. We should be looking at them more carefully."
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Separating school from state
Posted: December 04, 2004
By Samuel Blumenfeld
http://www.wnd.com/news/article.asp?ARTICLE_ID=41763

The cause of educational freedom was given a great boost on the weekend before Thanksgiving at the Omni-Shoreham Hotel in Washington, D.C. There, at this opulent inn, were gathered some of the smartest "rebels" in America, voicing uncompromisingly that the government should get out of the education business. The occasion was the 10th anniversary of the Alliance for the Separation of School and State, of which the indefatigable president is Marshall Fritz. He chose the Omni-Shoreham because they don't show pornography in their rooms.
Since 1994, Marshall has sponsored a Proclamation for the Separation of School and State, which, to date, has been signed by 26,000 individuals around the world. It reads: "I favor ending government involvement in education." Marshall wants to get 1 million signatures. If readers of this column would like to sign it, get in touch with Marshall Fritz at 1071 N. Fulton Street, Fresno, CA 93728, www.HonestEdu.org. Their phone is: 888-325-1776.

The keynote speaker at the conference was none other than our own Joseph Farah, who said, "It takes a radical agenda to fight a radical agenda. We are the rebels." In the fight to take back America, Farah told homeschoolers that they were "the vanguard of the Revolution." He urged parents, who haven't yet, to get their kids out.

In fact, "Getting the Kids Out," was the major theme of the conference. Other speakers included Michael Farris, founder of the Home School Legal Defense Association and president of Patrick Henry College. He was the recipient of the 2004 Alexis de Tocqueville Award presented by Tim and Beverly LaHaye. His address was on "Judging the Fruits of Secular Statist Education."

John Taylor Gatto, in a speech entitled "The Paradox of Extended Childhood," gave one of his stemwinders about the evils of public schooling and the benefits of educational freedom. He stressed that the structure of public education cannot be changed and that the education act, No Child Left Behind, should really read, Every Child Left Behind.

He also had the opportunity to tell us about the provocative documentary film he and a colleague, a former student, are making about American public schooling. We were shown a sample, which was quite impressive. He had just returned from Australia by way of a 28-hour plane trip. His wisdom is slowly spreading across the globe in ways that the media never hear about. He is a great American original in the spirit of Jefferson, Adams and other major thinkers who shaped this nation. His remarkable book, "The Underground History of American Education," is slowly making its way into the minds of Americans who care.

Also at the conference were the two men responsible for introducing the resolution at the Southern Baptist Convention calling for the removal of Christian children from the public schools. Bruce Shortt and T.C. Pinckney brought their story to the conference in a symposium, "Get the Kids Out" Strategy for Baptists. Shortt has also written a new book, "The Harsh Truth About Public Schools," that should send any Baptist minister into shock.

Another speaker was Brian Ray, president of the National Home Education Research Institute, which has become the primary resource for information on homeschooling that the media turn to when in need. Beverly Eakman, author of "The Cloning of the American Mind," led a round table on psychographics. Her earlier book, "Educating for the New World Order," has become a classic critique of government assessment programs that violate the privacy rights of students and parents. Yours truly also led a round table on Behavioral Psychology in the Schools.

Joseph Sobran gave one of his entertaining and provocative views of what our government is doing to protect us. Sobran has become something of a neo-anarchist in his later years, deeply suspicious of and greatly annoyed at the state. Homeschooler Cathy Duffy spoke about the future of education without government.

To have had so many great speakers and knowledgeable attendees at one conference for two short days is so rare as to be quite unexpected. Much to my surprise, I also received an award, The Diggers Award, for having written years ago on the need to get the government out of education.

I had attended four Alliance conferences in years past, and this one was not only the best, but also the most exciting. Not only were the speakers outstanding, but the conference resounded with a spirit of impending success as more and more people are beginning to understand that public education cannot be reformed and that the only solution is a return to educational freedom.
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Why Johnny is reading Islamist propaganda
Critics charge Muslim radicals determining textbook content
Posted: October 26, 2006
By Bob Unruh
http://www.wnd.com/news/article.asp?ARTICLE_ID=52623

Islam is being taught in the nation's public schools as a religion to be embraced because "organized Islamists have gained control of textbook content," according to an organization that analyzes textbooks.

The American Textbook Council has concluded that the situation is the consequence of "the interplay of determined Islamic political activists, textbook editors, and multiculturally minded social studies curriculum planners."

It has gone so far that correcting the situation now becomes a problem, because "educational publishers and educational organizations have bought into claims propounded by Islamists – and have themselves become agents of misinformation."

That comes from Gilbert T. Sewall, who not only wrote the organization's report on Islam and textbooks, but also generated a response to the flood of criticism he encountered.

William J. Bennetta, author of The Textbook Letter and a fellow of the California Academy of Sciences, also has documented dozens of instances of advocacy for or against a belief system, and has produced a list of books where the "religion preaching" leaves them "unfit for use."

Indeed, Middle East Forum director Daniel Pipes even has repeatedly expressed concern about the "privileging of Islam in the United States" and warns the stakes go well beyond 7th-grade texts. His opinion of Houghton Mifflin's "Across the Centuries? Full of "apologetics" and "distortions."


WND recently reported on a case in Oregon, where parent Kendalee Garner objected to having her son being taught Islam, including the memorization of the "Five Pillars" of Islam and dressing up as a Muslim.

That episode followed a U.S. Supreme Court decision just a few weeks ago not to review a lower court's ruling that a similar class requirement in the Byron Union School District in California, where students were instructed to "become Muslims" was "cultural education."

WND also has reported that a man arrested as a terror suspect for allegedly trying to transport $340,000 from a group tied to Libyan leader Moammar Gadhafi, and who reputedly had connections to Osama bin Laden, helped write the "Religious Expression in Public Schools" guidelines issued by President Clinton during his tenure in office.

Abdurahman Alamoudi with President Clinton, Vice President Gore

Abdurahman Alamoudi, who was president of the American Muslim Council and a supporter of Hamas and Hezbollah, worked with President Clinton and the American Civil Liberties Union when the guidelines, guidelines later used by a federal judge to conclude such teaching was legal, were compiled.

Sewall said in his elaboration that his study showed world history textbooks "hold Islam and other non-Western civilizations to different standards than those that apply to the West" even while "Islamic pressure groups and their allies seek to suppress the critical analysis of Islam inside and outside classrooms."

Such textbooks result when "nervous publishers" obey educational fashion and rely more heavily on diversity experts than on trustworthy scholarship, he said.

"Textbook editors seem not to recognize that a school-related Islamic agenda in the U.S. uses multiculturalism as a device to guarantee a purely favorable and uncritical view of all things Muslim. At extremes, the report suggested, multiculturalism contributes to a form of peaceable cultural jihad meant to discredit or 'problematize' European civilization in favor of non-Western cultures," he wrote.

The ATC describes itself as an independent national research organization set up in 1989 to review the history and social studies textbooks used in the nation's schools.

Also contributing to the criticism is the work of Bennetta, whose conclusions are available at TextbookLeague.org. He finds that textbooks from a wide range of many of the best-known publishing houses used in public schools today simply shouldn't be there.

"When we examine the textbooks that major publishers try to sell to public schools, we sometimes find fraudulent passages that function as instruments of religious indoctrination: Religious myths are depicted as accounts of real people and events, religious superstitions are depicted as matters of fact, and the origins of religious writings are obscured or are wrapped in outright lies," Bennetta wrote.

"These passages of religious propaganda have been devised by individuals or groups that seek to use the public schools for spreading their own sectarian doctrines and for recruiting converts. In various cases, publishers evidently have accepted material from religious pressure groups and have put the material into textbooks, even though it is laden with blatant preaching, miracle-mongering and fake 'history,'" he wrote.

Bennetta, who is equally adamant that no religious beliefs be included as preaching in textbooks, cites a Houghton Mifflin book "Across the Centuries" as having a lot of Muslim "propaganda." He said the 1999 version has one thing an earlier edition didn't: an apparent source.

Listed as a consultant is "Shabbir Mansuri, Founding Director, Council on Islamic Education, Fountain Valley, California."

Bennetta said the CIE is "a conspicuous Muslim outfit that evidently specializes in inducing schoolbook-writers to sanitize and eulogize Islam, to retail Muslim religious claims as facts, to retail Muslim woo-woo as history, and to depict Islam as an amicable religion that resembles, and is compatible with, Judaism and Christianity."

He said other texts and publishers for which he's found a basis for criticism include "Human Heritage: A World History" by Glencoe/McGraw-Hill; "A Message of "Ancient Days" by Houghton Mifflin; "Across the Centuries" by Houghton Mifflin; "Heath World History: Perspectives on the Past" by McDougal Littell; "Ancient World" by McGraw-Hill School Division; "Making Thirteen Colonies" by Oxford University Press, "World History: Continuity and Change" by Holt, Rinehart and Winston; and "World Cultures: A Global Mosaic" by Prentice Hall, among others.

Sewall said in his treatise that older textbooks didn't so much misrepresent Islam as neglected and ignored it. Now, those same textbook publishers have moved from ignorance to "self-censorship."

For example, a concern raised by Swarthmore historian James Kurth notes "the possibility of structural incompatibility between Islam and the American polity" because of the resistance of American Muslims to assimilate.

"These scholars should at least obtain a fair hearing. They do not," Sewall concluded.

And, he said, the California-based Council on Islamic Education director Shabbir Mansuri concluded the ATC was an "extremist" organization for issuing a report on such concerns, even though there's no evidence of that.

Houghton Mifflin's chief publicist, Collin Earnst, also criticized the report, suggesting that such "bias has misled the public into believing that Islam is a barbaric and murderous religion."

Earnst told WND that his company has a careful process for obtaining input on books, reviewing that input, and then deciding what should be published. Where issues of "belief" by a religious group are involved, reasonable citations and attribution are included, he told WND.

He said among the groups used for comment in the past have been Hadassah and the Christian Educators Association.

But Sewall said there were no such conclusions in his report. "The publisher made these cynical claims to deflect attention from the source of the problem: the textbooks themselves."

He cited one passage from Houghton Mifflin's "Patterns of Interaction":

"In Islam, following the law is a religious obligation. Muslims do not separate their personal life from their religious life, and Islamic law regulates almost all areas of human life. Because of this, Islamic law helped to bring order to Muslim states. It provided the state with a set of values that shaped a common identity. In addition to unifying individual states, law helped to unify the Muslim world. Even though various Muslim states might have ethnic or cultural differences, they lived under a common law."
That, Sewall said, "conveys nothing." Further, it never explains that sharia bears "no resemblance to U.S. law, which grew out of the British constitution."

Other criticism came from the report's concerns over why Muslims so often don't get along with neighbors. "Looking at Algeria, Nigeria, Pakistan, Indonesia, and the Philippines, for example, where religious wars are being conducted today against infidels, this proposition is more than plausible," Sewall wrote.

In the California case that was litigated, Edward White III, of the Thomas More Law Center wondered, "Would it have been 'just cultural education' if students were in simulated baptisms, wearing a crucifix, having taken the name of St. John and with praise banners saying 'Praise be to Jesus Christ' on classroom walls?"

From Nyssa, Ore., where one parent raised objections to the Islamic teachings, Supt. Don Grotting, said the text includes assignments for students to learn the "Five Pillars" and study Ramadan.

Grotting acknowledged to WND that textbooks do "take a slant" on some issues, because publishers "are wanting to sell a textbook that is meeting the needs of the state and federal mandates."

And in the California case, school officials also blamed the "possible cant" of the textbook.

Sewall said textbooks in America should "explain the historically potent strain of Islam that promotes separatism and theocracy. Instead, they are trying to trim history to please Islamic pressure groups and allied ideologues.

"The implications for U.S. civic education are immense, especially if students are unaware of or even accept the idea that for politically esthetic reasons they are being lied to or emotionally manipulated."

"If our nation's cultural underpinnings are in conflict with religious dogma and values that are intent on replacing or even eradicating them, should not children and their teachers be made aware? Just as pro-Soviet enthusiasms, Mao worship, and Cold War revisionism seem na?ve today, currently prescribed views of Islam may also some day seem like dangerous nonsense. And what key points might replace the obvious flaws in the current generation of textbooks? That militant Islam is a real force in the world today, an insurgency that is a real threat to the nation's democratic way of life and freedoms that its citizens often take for granted."

"Today, Christmas and Nativity scenes are outlawed while Clinton's nominee, U.S. District Judge Phyllis Hamilton, recently approved 'Islam: A Simulation' where children learn to become Muslim, recite the Quran, fast for Ramadan and pray to Allah including this prayer: 'In the name of Allah, the Compassionate, the Merciful. Praise be to Allah, Lord of Creation, The Compassionate, the Merciful, King of Judgment-day! You alone we worship, and to You alone we pray for help, Guide us to the straight path,'" wrote Jen Shroder, on her BlessedCause.org website.

"America does not comprehend Muslim resolve to make America Islam," Shroder wrote. "Suicide bombers have already demonstrated their willingness to kill and die for it."
---

Teacher spills beans about Islamic classes
'The kids were corralled by adults and required to go to assembly for prayer'
Posted: April 09, 2008
http://www.wnd.com/index.php?fa=PAGE.view&pageId=61129

A Minnesota teacher who substituted for two fifth-grade classes at a publicly funded school located in the same building as an Islamic mosque says religion appears to be a significant focus of the education.

 Amanda Getz of Bloomington, Minn., told a columnist for the Minneapolis Star-Tribune her duties at Tarek ibn Ziyad Academy in Inver Grove Heights included taking students to the bathroom, four at a time, to perform "their ritual washing."

Then, the teacher told columnist Katherine Kersten, "teachers led the kids into the gym, where a man dressed in white with a white cap, who had been at the school all day," was preparing to lead prayer.

Beside him, another man "was prostrating himself in prayer on a carpet as the students entered," the teacher said.

The Star-Tribune previously documented that the charter high school for kindergarten through eighth-grade students is named after a Muslim warlord, shares the address of the Muslim American Society of Minnesota, is led by two imams, is composed almost exclusively (99 percent) of blacks and has as its top goal to preserve "our values."

And it's all funded by the taxpayers of Minnesota.

Kersten wrote she had asked for permission to visit the school and was denied. The school also declined to return a WND telephone request for an interview.

The institution has drawn objections from a number of people, including Robert Spencer, the expert who monitors such developments at Jihad Watch.

"Can you imagine a public school founded by two Christian ministers, and housed in the same building as a church? Add to that – in the same building – a prominent chapel. And let's say the students are required to fast during Lent, and attend Bible studies right after school. All with your tax dollars," he wrote. "Inconceivable? Sure."

If such a place existed, Spencer said, "the ACLU lawyers would descend on it like locusts. It would be shut down before you could say 'separation of church and state,' to the accompaniment of New York Times and Washington Post editorials full of indignant foreboding, warning darkly about the growing influence of the Religious Right in America."

Kersten's latest report documents the teacher's observations at the school.

Getz told Kersten that the orders when she arrived were to prepare for the "assembly" at the school by having the children do their ritual washing and take them to the gymnasium.

"The prayer I saw was not voluntary," Getz told the columnist. "The kids were corralled by adults and required to go to the assembly where prayer occurred."

She said, "When I arrived, I was told 'after school we have Islamic Studies,' and I might have to stay for hall duty. The teachers had written assignments on the blackboard for classes like math and social studies. Islamic Studies was the last one – the board said the kids were studying the Quran. The students were told to copy it into their planner, along with everything else. That gave me the impression that Islamic Studies was a subject like any other."

She also reported the fifth-graders stayed in the classroom after the end of the school day, and the "man in white" who led prayers during the assembly came in to teach Islam.

"TIZA has, in effect, extended the school day – buses leave only after Islamic Studies are over," noted the columnist. "Getz did not see evidence of other extra-curricular activity, except for a group of small children playing outside."

Kersten continued, "Significantly, 77 percent of TIZA parents say their 'main reason for choosing TIZA … was because of after-school programs conducted by various non-profit organizations at the end of the school period in the school building,' according to a TIZA report."

Kersten noted earlier that the school shares the same building as the headquarters of the Muslim American Society of Minnesota, whose mission is "establishing Islam in Minnesota." There also is a mosque in the building, and TIZA's executive director, Asad Zaman, is a Muslim imam, and its sponsor is a group called Islamic Relief.

"Why does the Minnesota Department of Education allow this sort of religious activity at a public school?" Kersten questioned.

She noted the ACLU of Minnesota is looking into the situation, and "the Minnesota Department of Education has also begun a review" now.

"TIZA's operation as a public, taxpayer-funded school is troubling on several fronts. TIZA is skirting the law by operating what is essentially an Islamic school at taxpayer expense," Kersten wrote. "The Department of Education has failed to provide the oversight necessary to catch these illegalities, and appears to lack the tools to do so. In addition, there's a double standard at work here – if TIZA were a Christian school, it would likely be gone in a heartbeat."

Kersten previously revealed other links between the school and Islam, including a carpeted space for prayer, halal food in the cafeteria and fasting for students during Ramadan.

Just last year, the program for the 2007 MAS-Minnesota convention, under the motto "Establishing Islam in Minnesota" asked the question, "Did you know that MAS-MN … houses a full-time elementary school?"

On the adjacent page was an ad for Tarek ibn Ziyad.

The Minnesota Department of Education confirmed the academy pocketed more than $65,000 in state money for the 2006-2007 year under one program alone.

WND previously reported in Idaho the five pillars of Islam were taught under the guise of history, "religion guidelines' used in public schools were assembled with help from a terror suspect and U.S. courts upheld mandatory Islamic training in schools.

The Minnesota school's own website explains it tries to provide students a "learning environment that recognizes and appreciates the traditions, histories, civilizations and accomplishments of Africa, Asia and the Middle East."

It boasts of a "rigorous Arabic language program" as well as "an environment that fosters your cultural values and heritage."

The school says it is named after Tarek ibn Ziyad, the "Ummayad administrator of medieval Spain. Thirteen hundred years ago, serving in the multifaceted roles of activist, leader, explorer, teacher, administrator and peacemaker, he inspired his fellow citizens to the same striving for human greatness that we hope to instill in our students today."

Even Islamic websites, however, explain that Tarek ibn Ziyad invaded Spain from Africa in a bloody battle after ordering the boats that had carried his soldiers burned so they could not retreat.

"This marked the beginning of the Muslim conquest of Spain. Muslims ruled the country for hundreds of years so gloriously and well that Spain became afterwards the fountain-head of culture and civilization for the whole continent of Europe," the Islamists boast.
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Imams promote 'our values' on taxpayer dime
Academy's goal to 'appreciate traditions, histories of Asia, Middle East'
Posted: March 15, 2008
http://www.wnd.com/index.php?fa=PAGE.view&pageId=58967

A charter school for kindergarten through eighth-grade students in Inver Grove Heights, Minn., is named after a Muslim warlord, shares the address of the Muslim American Society of Minnesota, is led by two imams, is composed almost exclusively (99 percent) of blacks, many Somalis, and has as its top goal to preserve "our values."

And it uses funds from taxpayers of Minnesota.

The school's agenda was revealed by Minneapolis Star-Tribune columnist Katherine Kersten, who noted that she asked for permission to visit the school and interview officials for her report, but was denied. The school also declined to return a WND telephone request for an interview.

But it has been drawing objections from a number of people, including Robert Spencer, the expert who monitors such developments at Jihad Watch.

"Can you imagine a public school founded by two Christian ministers, and housed in the same building as a church? Add to that – in the same building – a prominent chapel. And let's say the students are required to fast during Lent, and attend Bible studies right after school. All with your tax dollars," he wrote. "Inconceivable? Sure. If such a place existed, the ACLU lawyers would descend on it like locusts. It would be shut down before you could say 'separation of church and state,' to the accompaniment of New York Times and Washington Post editorials full of indignant foreboding, warning darkly about the growing influence of the Religious Right in America."

But the Tarek ibn Ziyad Academy, which was named after the Muslim warlord who invaded and conquered Spain a millennium ago, has drawn no such protests, Spencer wrote.

He called the academy "yet another manifestation of the witless multiculturalism that grants protected victim status to Muslim groups in view of the 'racism' and 'Islamophobia' from which they supposedly suffer. Latitude that would never be granted to other faith groups, particularly Christians, is readily given here."

Kersten revealed there actually were many more links between the tax-supported school and Islam. The academy features a carpeted space for prayer, serves halal food in the cafeteria, has all students fast during Ramadan, features after-school classes for students on the Quran and Sunnah, and the program for the 2007 MAS-Minnesota convention, under the motto "Establishing Islam in Minnesota" asked the question, "Did you know that MAS-MN … houses a full-time elementary school?"

On the adjacent page was an ad for Tarek ibn Ziyad.

The Minnesota Department of Education confirmed the academy pocketed more than $65,000 in state money for the 2006-2007 year under one program alone.

WND has reported earlier when in Idaho, the Five Pillars of Islam were taught under the guise of history, after the "religion guidelines' used in public schools were assembled with help from a terror suspect, and when U.S. courts upheld mandatory Islamic training in schools.

Kersten said the school's principal is Asad Zaman, and the school's co-founder is Hesham Hussein, both imams and leaders of the MAS-Minnesota.

After the academy was launched in 2003, they "played dual roles: Zaman as TIZA's principal and the current vice-president of MAS-MN, and Hussein as TIZA's school board chair and president of MAS-MN until his death in a car accident in Saudi Arabia in January," she reported.

Reporters who earlier visited the school had a number of reports:

"A visitor might well mistake Tarek ibn Ziyad for an Islamic school," reported Minnesota Monthly in 2007. "Head scarves are voluntary, but virtually all the girls wear them." The report also included school officials' denials that there were any inappropriate religious activities at the school.

Kersten reported the academy was, in fact, originally proposed as a private Islamic school. It was converted when Islamic Relief, a California organization, agreed to sponsor a publicly funded charter school.

She wrote she visited a booth for the academy at the MAS-Minnesota 2007 convention, and was told students go directly from class to "Islamic studies" at 3:30 p.m.

"There, they learn 'Quranic recitation, the Sunnah of the Prophet' and other religious subjects, he said," according to Kersten.

She noted that beyond the issue of religious influences in a publicly funded school, Islamic Relief Worldwide, the parent of Islamic Relief-USA, has been accused by Israel of supporting Hamas, which is designated by the U.S. as a terrorist group.

"TIZA has improved the reading and math performance of its mostly low-income students. That's commendable, but should Minnesota taxpayers be funding an Islamic public school," Kersten wrote.

"Am I the only one that read this article and found it appalling that my tax dollars are being used by a school that is thinly veiling its attempt to be a public institution?" asked "ali0056" on the newspaper's forum. "I find it alarming that this place of public education is appearing to be so secretive about its intentions …"

"aklemz," however, accused Kersten of failing to do adequate reporting, noting that Keith Ellison, a Muslim elected from Minnesota to Congress, describes Zaman as a "bridge-builder."

The school's own website explains that it tries to provide students a "learning environment that recognizes and appreciates the traditions, histories, civilizations and accomplishments of Africa, Asia and the Middle East."

It boasts of a "rigorous Arabic language program" as well as "an environment that fosters your cultural values and heritage."

"Arabic is the language of culture that holds together the peoples of the middle East, South Asia, North Africa, and East Africa. By immersing our students in this world language, we equip them with a vital tool to communicate with the peoples in a strategic part of the world. … By the time students finish the program, they will be able to understand, read, write, and converse in Arabic."

The school says it is named after Tarek ibn Ziyad, the "Ummayad administrator of medieval Spain. Thirteen hundred years ago, serving in the multifaceted roles of activist, leader, explorer, teacher, administrator and peacemaker, he inspired his fellow citizens to the same striving for human greatness that we hope to instill in our students today."

Even Islamic websites, however, explain that he invaded Spain from Africa in a bloody battle after ordering the boats that had carried his soldiers burned so they could not retreat.

"This marked the beginning of the Muslim conquest of Spain. Muslims ruled the country for hundreds of years so gloriously and well that Spain became afterwards the fountain-head of culture and civilization for the whole continent of Europe," the Islamists boast.

Spencer, however, raised a question:

"Does the Tarek ibn Ziyad Academy represent the same idea for those who founded it and now operate it – the burning of boats, representing the determination of Muslim immigrants to stay in the U.S., followed by conquest? …. It is not an illegitimate question."
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Terror suspect contributed to school 'religion guidelines'
Issued by Clinton, rules let students pray to Allah, but banish Christmas
Posted: October 19, 2006
By Bob Unruh
http://www.wnd.com/news/article.asp?ARTICLE_ID=52519

A man arrested as a terror suspect for allegedly trying to transport $340,000 from a group tied to Libyan leader Moammar Gadhafi, and who reputedly had connections to Osama bin Laden, helped write the "Religious Expression in Public Schools" guidelines issued by President Clinton during his tenure in office.

And that could explain why students at a California school were told as part of their required classes they would become Muslims and pray to Allah – and a federal judge approved that, and why an Oregon school this year is delivering similar lessons to its students, as WND has reported.

Abdurahman Alamoudi with President Clinton, Vice President Gore

Abdurahman Alamoudi, who was president of the American Muslim Council and a supporter of Hamas and Hezbollah, worked with President Clinton and the American Civil Liberties Union when the guidelines, launched by Clinton in 1995, were being developed, according to reports.

Those are the same guidelines that the ACLU's Nadine Strossen referred to for authority when supporting organization lawsuits to restrict Christmas celebrations and the removal of the Nativity from public display, the reports said.

When Clinton issued the guidelines, he announced that they had been developed by "35 religious groups" but didn't disclose that many of those were civil rights organizations such as the ACLU, and committed whole-heartedly to the separation of church and state.

Alamoudi, who ended up serving time in jail, also founded the American Muslim Foundation and the American Muslim Armed Forces and Veterans Affairs Council.

He ran afoul of the law because the U.S. banned such money transfers under economic sanctions imposed in 1986 when Libya was tied to terrorist bombings in Vienna and Rome.

The U.S. attorney's office told WND at that time Alamoudi was accused under the International Emergency Economic Powers Act.

It was an affidavit filed with the complaint in which his support of the Palestinian terrorist organization Hamas was described. There, he also said, "If we are outside (the U.S.) we can say 'Oh, Allah destroy America,' but once we are here, our mission in this country is to change it." He also allegedly had connections to relatives of bin Laden, reports said.

For a time he also was employed in choosing Muslim chaplains for the U.S. military and in his role as leader of the American Muslim Council, he frequently met with senior Clinton and Bush administration officials.

The Muslim leader said "he intended eventually to deposit the ($340,000) in banks located in Saudi Arabia, from where he would feed it back in smaller sums into accounts in the United States," according to the affidavit.

Before his close encounter with the law, however, he was described as a friend of Hillary Clinton and an adviser on Islamic affairs. It was during this time, as he helped with the presidential guidelines for schools, that Muslim beliefs started appearing in Houghton Mifflin textbooks, which are being used in some of the Islamic indoctrination courses.

The guidelines note that, "Students generally do not have a federal right to be excused from lessons that may be inconsistent with their religious beliefs or practices."

But under those guidelines, California, and now Oregon students, are allowed to be told as part of their public schooling: "You are beginning a simulation of the history and culture of Islam. It is important to study the origins of this religion and how it has affected mankind. … It is impossible to study Islam without understanding the relationship between the teaching of Prophet Muhammad and the entire Mid-Eastern culture. It was the early Muslims, primarily the Arabs, who shaped the future of a wide area of Europe, Africa, and Asia. Muslim contributions are extraordinary in art, architecture, philosophy, science, mathematics, government, and of course, religion.

"From the beginning, you and your classmates will become Muslims. You will be a member of a caravan starting from a trading center based around an Islamic city. The task of each caravan group is to be the first group to complete a pilgrimage to Mecca, the holiest of Islamic cities, with the most amount of dirhems (Arabic money). This pilgrimage or 'haij' is a requirement of all faithful Muslims once in their lifetime."

Those words are taken from text material provided to students in California, a district that was challenged by Christian parents, who just weeks ago saw the U.S. Supreme Court decline to intervene in the lower court's ruling.

"Today, Christmas and Nativity scenes are outlawed while Clinton's nominee, U.S. District Judge Phyllis Hamilton, recently approved 'Islam: A Simulation' where children learn to become Muslim, recite the Quran, fast for Ramadan and pray to Allah including this prayer: 'In the name of Allah, the Compassionate, the Merciful. Praise be to Allah, Lord of Creation, The Compassionate, the Merciful, King of Judgment-day! You alone we worship, and to You alone we pray for help, Guide us to the straight path,'" wrote Jen Shroder, on her BlessedCause.org website.

"The double-standard is shocking, but one need only look at our public school guidelines and who wrote them, with clauses designed to open or close doors at the will of the ACLU, to discover how our nation finds itself in such a dreadful state today," Shroder continued.

Schroder, on the NewsWithViews.com website, said Clinton "preferred to 'negotiate' with Muslim leaders rather than answer terrorist bombings with our military.

"He colluded with the ACLU to present religious guidelines worded to manipulate court rulings at the ACLU's discretion, successfully censoring Christians and the Bible in public school while promoting every other faith, specifically Islam.

"Clinton disguised these guidelines with much profession of his Christian faith, but sincerity is lost when one examines the fruit," she wrote. "Lying under oath, dubious activities with staff, slipping in an ACLU document as written by 'religious groups' is compounded when one remembers how Hillary demanded public funding for (brace yourself) a dung covered depiction of the Virgin Mary, with breasts of elephant dung, surrounded by genital pornography at the Brooklyn Museum.

"America does not comprehend Muslim resolve to make America Islam," Shroder wrote. "Suicide bombers have already demonstrated their willingness to kill and die for it. … Clinton gave them … our schools, our very children with his religious guidelines."

Following the guidelines, the judge ruled that the Muslim teaching could continue in the Byron Union School District in California, deciding that it was just cultural education.

But Edward White III, of the Thomas More Law Center which handled the California lawsuit, asked, "Would it have been 'just cultural education' if students were in simulated baptisms, wearing a crucifix, having taken the name of St. John and with praise banners saying 'Praise be to Jesus Christ' on classroom walls?"

His comments followed the newest protest from in Nyssa, Ore., where one parent raised objections to the Islamic teachings. The district there, according to Supt. Don Grotting, is teaching a chapter in a history textbook "Journey Across Time" that talks about "how civilization has developed and some of the particular aspects of Islam."

He said one assignment was to learn the "five pillars" of Islam, study Ramadan and listen to guest speakers including an American Muslim who arrived dressed in her religious costume to talk to the kids about her Quran.

Parent Kendalee Garner, however, objected to having her son being taught Islam.

"I just don't understand the ban on Christianity but Islam has free rein," she told WND.

Grotting acknowledged to WND that textbooks do "take a slant" on some issues, because publishers "are wanting to sell a textbook that is meeting the needs of the state and federal mandates."

And in the California case, school officials also blamed the "possible cant" of the textbook.
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'Five pillars of Islam' taught in public school'
'Education practice wouldn't last 10 seconds if kids told to dress as priests'
Posted: October 10, 2006
By Bob Unruh
http://www.wnd.com/news/article.asp?ARTICLE_ID=52335

Another school has been "teaching" Islam by having students study and learn Muslim prayers and dress as Muslims, and a lawyer who argued a previous dispute over this issue to the U.S. Supreme Court said such methodologies wouldn't "last 10 seconds" if it were Christianity being taught.

"Would it have been 'just cultural education' if students were in simulated baptisms, wearing a crucifix, having taken the name of St. John and with praise banners saying 'Praise be to Jesus Christ' on classroom walls?" asked Edward White III, of the Thomas More Law Center.

Supt. Don Grotting

His comments came after a new protest arose in Nyssa, Ore., where one parent raised objections when the Islamic teachings came to light. The district there, according to Supt. Don Grotting, is teaching a chapter in a history textbook "Journey Across Time" that talks about "how civilization has developed and some of the particular aspects of Islam."

"We teach out of the book, and there are some supplemental class activities," he told WND. "The kids do some skits, they could bring a food from the region, you could build a prop that would have depicted (something) maybe during that time period.

"If you wanted to you could dress up (as a Muslim) for extra credit," he said.

He said students also learned about the climate of the Middle East, the food and everyday activities of Islam, and the geography and the lay of the land.

Still another assignment was to learn the "five pillars" of Islam, study Ramadan and listen to guest speakers including an American Muslim who arrived dressed in her religious costume to talk to the kids about her Quran.

"She relayed to the kids, if you're a Christian you have your Bible, this is our Quran," Grotting said.

Parent Kendalee Garner, however, objected to having her son being taught Islam and also to the time the public school system spends on the subject.

She told WND that her 13-year-old son is being "indoctrinated that Islam is a religion of peace, and being dressed up as a Muslim, being taught prayers, and scriptures out of the Quran."

"I just don't understand the ban on Christianity but Islam has free rein," she said.

She said the guest speakers and skits and reports were wrong, but what set her off was a class in which students in all three social studies classes dressed in traditional Islamic outfits.

"The only reason I knew about it was because my son told me about it," she said. "They sent him to the library instead of stopping what they were doing. I'm sure people would be outraged if they dressed up as the pope."

That was White's point exactly.

If that's how teaching about religions is done, he said, "then teach all religions in the same way, Christianity, Judaism. Have the kids study Native American religions, do the dance, smoke the pipe. Have the kids dress up as priests and hear confession."

He said when he suggests that, school managers and even judges get that "panic-stricken" look.

He knows because he argued the same dispute up to the U.S. Supreme Court after complaints of similar teachings in the Byron Union School District in California.

As WND has reported that case was almost a duplicate. Teachers were having students memorize Islamic prayers, wear Islamic dress and learn to behave as a Muslim under the guise of studying history.

Some parents objected and their resulting lawsuit was turned back by the 9th U.S. Circuit Court of Appeals where the opinion called it "cultural education."

The U.S. Supreme Court last week declined to intervene, but lawyers note that's not necessarily an endorsement of the court; it just means the justices will not review the dispute at this point.

White said he actually challenged the 9th Circuit to write its instructions in a detailed opinion, so schools would know exactly what's required. However, he said the court brushed him off with a three-paragraph ruling that essentially boils down to one district judge saying it's okay in one school district.

"Why is it okay to teach Islam? Unless there's an exception in the Establishment Clause, which says you cannot teach religion in schools unless it's Islam," he said. "I haven't seen it."

Grotting said the course has been taught for several years, and comes mandated by the state under a set of required standards – called Benchmark 3 – that students must reach each year.

Grotting acknowledged to WND that textbooks do "take a slant" on some issues, because publishers "are wanting to sell a textbook that is meeting the needs of the state and federal mandates."

"I believe we're not here to promote or advocate either religion or politics," social studies teacher Jim Casad told the Ontario, Ore., Argus Observer. "However, we do have an obligation to inform students of what is going on in our world today and how history and culture have affected that world."

In the California case, school officials also blamed the "possible cant" of the textbook and said the Islamic studies were being taught because of state mandates.

"It is imperative that our instruction includes an understanding of and insight into all cultures and a tolerance for the diversity found in the world," said Peggy Green, the Byron Union School District superintendent, at that time.

A review online of information from the text shows that it teaches Christianity spread because "it gave meaning to peoples' lives, appealed to their emotions and promised happiness after death."

Its description also focuses on Christians' conflicts with Rome (when they were fed to lions), and splits between Christians following Roman teachings and those following the teachings of Constantine.

However, the article praises how the Muslims founded the system for banking, created important centers for learning, government and the arts, how they ran "government, society and business" and made valuable contributions in math, science and the arts.

The text also credits Muslims with inventing algebra and chemistry as well as creating beautiful buildings, citing the Taj Mahal, although the text does not mention that that is a tomb.

There's also no mention of the Quranic instruction that Muslims must behead infidels, or nonbelievers.

One blogger said Christians should think strategically on such issues.

"Cases like this present Christians with a golden opportunity to introduce elements of religious teaching back into the state curriculum by using the left's double standard towards Islam against it," said one commentator. "Now that this case is on the books in the Ninth Circuit as precedent, expect Christian immersion classes to follow."
---

Textbook: Islamic 'jihad' means doing good works
Also includes Muslims fighting 'to protect themselves from harm'
Posted: January 16, 2008
By Bob Unruh
http://www.wnd.com/index.php?fa=PAGE.view&pageId=45558

An Islamic "jihad" is an effort by Muslims to convince "others to take up worthy causes, such as funding medical research," according to a middle school textbook used in California and other states.

And even at its most violent, "jihad" simply is Muslims fighting "to protect themselves from those who would do them harm," says the "History Alive! The Medieval World and Beyond" book published by Teachers' Curriculum Institute.

But a parent whose child has been handed the text in a Sacramento district is accusing the publisher of a pro-Muslim bias to the point that Islamic theology has been incorporated into the public school teachings.

"It makes an attempt to seem like an egalitarian world history book, but on closer inspection you find that seven (not all are titled so) of the chapters deal with Islam or Muslim subjects," wrote the parent, whose name was being withheld, in a letter to WND.

Sacramento's students are being taught "jihad" is an effort to convince "others to take up worthy causes."

"The upsetting part is not only do they go into the history (which would be acceptable) but also the teaching of Islam," she said. "This book does not really go into Christianity or the teachings of Christ, nor does it address religious doctrine elsewhere to the degree it does Islam."

She said the book's one page referencing Jews "is only to convey that they were tortured by Crusaders to get them to convert to 'Christianity.' (It fails to mention that the biggest persecutors of Jews throughout history and still today are Arab Muslims). It gives four other one-liner references to the Jews being blamed for the plagues and problems in the land. It does not talk about the Jews as making a significant impact on the culture at large."

"How can the writers of this text get away with this?" she asked.

Bert Bower, founder of TCI, said not only did his company have experts review the book, but the state of California also reviewed it, and has approved it for use in public schools.

He said the company tries to move history out from between the covers of a textbook and into students' minds, and that is how the book was developed.

"Keep in mind when looking at this particular book scholars from all over California (reviewed it)," he said. "We have our own scholars who created the program, California scholars look at the program and makes sure [it] is accurate."

One of those experts who contributed to the text, according to the American Textbook Council, which released a scathing indictment of the project, is Ayad Al-Qazzaz.

"Al-Qazzaz is a Muslim apologist, a frequent speaker in Northern California school districts promoting Islam and Arab causes," the ATC review said. "Al-Qazzaz also co-wrote AWAIR's 'Arab World Notebook.' AWAIR stands for Arab World and Islamic Resources, an opaque, proselytizing 'non-profit organization' that conducts teacher workshops and sells supplementary materials to schools."

The textbook council, an independent national research group set up in 1989 to review history and social studies texts in public schools, quoted directly from the book to provide evidence of its bias.

The word jihad means "to strive." Jihad represents the human struggle to overcome difficulties and do things that would be pleasing to God. Muslims strive to respond positively to personal difficulties as well as worldly challenges. For instance, they might work to become better people, reform society, or correct injustice.

Jihad has always been an important Islamic concept. One hadith, or account of Muhammad, tells about the prophet's return from a battle. He declared that he and his men had carried out the "lesser jihad," the external struggle against oppression. The "greater jihad," he said, was the fight against evil within oneself. Examples of the greater jihad include working hard for a goal, giving up a bad habit, getting an education, or obeying your parents when you may not want to.

Another hadith says that Muslims should fulfill jihad with the heart, tongue, and hand. Muslims use the heart in their struggle to resist evil. The tongue may convince others to take up worthy causes, such as funding medical research. Hands may perform good works and correct wrongs.

Sometimes, however, jihad becomes a physical struggle. The Quran tells Muslims to fight to protect themselves from those who would do them harm or to right a terrible wrong. Early Muslims considered their efforts to protect their territory and extend their rule over other regions to be a form of jihad. However, the Quran forbade Muslims to force others to convert to Islam. So, non-Muslims who came under Muslim rule were allowed to practice their faiths."

The council, in describing the text as a book written by "dictation from Islamic sources," said such passages "should put speculation to rest about what California's seventh-grade students may learn about Islam. At the very least, the passages are incomplete. More precisely, they are dishonest."

Such passages fail to explain "the essentially religious nature of the subject," the council said. "It ignores any challenge to international security and western-style law. The treatment is lyrical and loaded, echoing the language recommended by Islamist consultants."

The Sacramento parent said she became suspicious because of the school's decision to send a copy of the book home with her son and he started describing how it would teach students to write in Arabic.

A review left her even more worried. "I was disturbed probably the greatest portion of this book is about Islam. It goes into the doctrine of Islam in detail," she said. "There are 35 chapters. Out of those, I counted at least seven [that focus] on Islam."

She said she looked at the publication's list of contributors, and found the name of Ayad Al-Qazzaz, whom she'd had herself for a class on Middle Eastern studies.

"That was a big flag for me," she said.

WND previously has reported on the influence of Islamic "consultants" on public school texts in the United States, as well as how other schools have included the "Five Pillars of Islam" among their required courses.

The parent said she just wanted people to know of the agenda being taught.

"After seeing Al-Qazzaz as one of the main contributors I began to put two and two together … about the extra book coming home only in this class and I questioned where this book's money source came from – I still do not know," she said.

"I am very troubled that in the name of tolerance and educating American children about the Muslim empire in history they get away with giving beginning Islamic teaching which may cause many to perhaps one day become Muslims," she said. "My son tells me that the students will even be using calligraphy to copy parts of the Quran in Arabic as an enrichment activity."

The ATC's second excerpt from the book dealt with the definition of sharia law.

"For example, the Quran tells women to 'not display their beauty.' For this reason, Muslim women usually wear different forms of modest dress. Most women cover their arms and legs. Many also wear scarves over the hair," the book said.

Bower said Christianity is addressed in chapters 3, 6, 31 and 32 of the book, including descriptions of the Crusades, while the company's website shows an entire unit called, "The Rise of Islam," including chapters on the Arabian peninsula, "The Prophet Muhammad," "The Teachings of Islam," "Contributions of Muslims to World Civilizations," and "From the Crusades to the Rise of New Muslim Empires."

The recommendations included that "students learn about the beliefs and practices of Islam" and "learn about the life of Muhammad and the rise and expansion of Muslim rule."

Bower said the textbook is the answer to the demands in today's society for a "multicultural" education, and he said whenever some historical subjects are taught, there's always controversy. He cited the internment of Japanese people in the United States during World War II as an example.

His company's book, he said, "really gives students multiple perspectives."

But he also said he wasn't aware of any agenda held by any contributors to the book, including Al-Qazzaz. "I'll have to look into that," he said.

He said about one-third of California's districts use the book, and so do thousands of other districts across the country.

If a parent objects to the agenda in the book, he said, "it's up to them to make a decision, do they want to have the kids opt out of this part. It's their local decision to do so. But in this age isn't it important for us, for our students to know as much about as many different religions as possible?"

Others may agree that students need to know about the world in which they live, but the TCI book is not the right one to teach them.

According to a report from William J. Bennetta at the Textbook League, officials in Scottsdale, Ariz., tested the book, and ultimately rejected it after parents rallied to complain.

"Students who took a 7th-grade social students course … were subject to gross, prolonged indoctrination in Islam," he wrote.

"Much of the indoctrination was delivered in a corrupt school book titled 'History Alive! The Medieval World and Beyond,' produced by [TCI]," he said. "The writers of [the book], by relentlessly presenting Muslim religious tales and religious beliefs as matters of historical fact, have striven hard to induce students to embrace Islam."

He wrote that the indoctrination is "concentrated in chapters 8 and 9. This material consists overwhelmingly of Islamic religious propaganda. It includes blatant preaching as well as deceptive claims and extensive fraudulent narratives dealing with the beginnings of Islam, the life of Muhammad, and the inception of the Quran. These claims and narratives are disguised as accounts of history. They actually are restatements of Muslim fables and superstitions."

Bennetta also noted that the book exhibits contempt for Judaism and Christianity. "For example, In a passage in chapter 9, the TCI writers convey the lesson that a religious view held by Muslims is important, but views held by Jews and Christians are unworthy of consideration."

Even the level of scholarly work is deficient, he continued. "They teach, in chapter 9, that if someone encounters some antiquated hearsay and jots it down, the hearsay becomes 'written evidence' of historical happenings."

In an Internet posting about the Scottsdale use of the text, Janie White, a parent in the district, reported the book included "fake history" along with "Islamic religious proselytizing and indoctrination techniques."

Officials with the Sacramento school district declined to respond to WND requests for comment about the book and its use.

Al-Qazzaz, who teaches at Cal State-Sacramento, has explained in other Internet postings "greater jihad" is to become better Muslims and "lesser jihad" is to fight against Islam's enemies.
---

History textbooks promoting Islam
New report says Muslim activists 'succeeding' in expunging criticism
Posted: May 10, 2008
By Bob Unruh
http://www.wnd.com/index.php?fa=PAGE.view&pageId=63872

History textbooks being used by hundreds of thousands of public school students across the U.S. are blatantly promoting Islam, according to a new report by an independent organization that researches and reviews textbooks.

WND has reported several times on issues involving the promotion of Islam in public school texts, including a recent situation in which California parents complained their children were being taught that "jihad" to Muslims means "doing good works."

The new report is from the American Textbook Council, which was established in 1989 as an independent national research organization to review social studies textbooks and advance the quality of instructional materials in history.

In the two-year project, whose report was authored by Gilbert T. Sewall, the ATC reviewed five junior and five high school world and American history texts, concluding:

"Many political and religious groups try to use the textbook process to their advantage, but the deficiencies in Islam-related lessons are uniquely disturbing. History textbooks present an incomplete and confected view of Islam that misrepresents its foundations and challenges to international security."

The report finds that the texts present "disputed definitions and claims [regarding Islam] … as established facts."

"Islamic activists use multiculturalism and ready-made American-made political movements, especially those on campus, to advance and justify the makeover of Islam-related textbook content," the report continued.

"Particular fault rests with the publishing corporations, boards of directors, and executives who decide what editorial policies their companies will pursue," the report said.

Reviewed were:

Medieval and Early Modern Times by Jackson J. Spielvogal

Medieval to Early Modern Times by Stanley M. Bernstein and Richard Shek

World History: Medieval and Early Modern Times by Douglas Carnine, Carlos Cortes, Kenneth R. Curtis and Anita T. Robinson

Medieval and Early Modern Times by Dianne Hart

History Alive! The Medieval World and Beyond by Bert Bower and Jim Lobdell

World History: The Modern World by Elizabeth Gaynor Ellis and Anthony Esler

World History: Modern Times by Jackson J. Spielvogel

America: Pathways to the Present by Andrew Cayton and others

The American Vision: Moder Times by Joyce Appelby and others and

The Americans: Reconstruction to the Twenty-first Century by Gerald A. Danzer

The report noted that several of the textbooks have found harsh critics among parents and others, and "History Alive! The Medieval World and Beyond" published by the privately held Teachers Curriculum Institute has been criticized repeatedly.

In Lodi, Calif., parents "were not objecting to a word or two that they took out of context but to a textbook long on chapters filled with adulatory lessons on Islam."

This was the same book cited by parents who contacted WND with their concerns about such indoctrination.

A parent whose child has been handed the text in a Sacramento district at that time accused the publisher of a pro-Muslim bias to the point that Islamic theology has been incorporated into the public school teachings.

"It makes an attempt to seem like an egalitarian world history book, but on closer inspection you find that seven (not all are titled so) of the chapters deal with Islam or Muslim subjects," wrote the parent, whose name was being withheld, in a letter to WND.

"The upsetting part is not only do they go into the history (which would be acceptable) but also the teaching of Islam," she said. "This book does not really go into Christianity or the teachings of Christ, nor does it address religious doctrine elsewhere to the degree it does Islam."

She said the book's one page referencing Jews "is only to convey that they were tortured by Crusaders to get them to convert to 'Christianity.' (It fails to mention that the biggest persecutors of Jews throughout history and still today are Arab Muslims). It gives four other one-liner references to the Jews being blamed for the plagues and problems in the land. It does not talk about the Jews as making a significant impact on the culture at large."

Bert Bower, founder of TCI, told WND at that time not only did his company have experts review the book, but the state of California also reviewed it, and has approved it for use in public schools.

"Keep in mind when looking at this particular book scholars from all over California (reviewed it)," he said.

One of those experts who contributed to the text, according to the ATC, which earlier released a scathing indictment of that specific project, was Ayad Al-Qazzaz.

"Al-Qazzaz is a Muslim apologist, a frequent speaker in Northern California school districts promoting Islam and Arab causes," the ATC review said. "Al-Qazzaz also co-wrote AWAIR's 'Arab World Notebook.' AWAIR stands for Arab World and Islamic Resources, an opaque, proselytizing 'non-profit organization' that conducts teacher workshops and sells supplementary materials to schools."

The newest report cited the same issue raised by parents.

"In a passage meant to explain jihad, they encountered this: 'Muslims should fulfill jihad with the heart, tongue, and hand. Muslims use the heart in their struggle to resist evil. The tongue may convince others to take up worthy causes, such as funding medical research. Hands may perform good works and correct wrongs,'" the new report said.

The ATC report noted a complicating factor is a ban in California, to whose standards most textbook publishers align their work, on "adverse reflection" on religion in school.

"Whatever 'adverse reflection' is, such a mandate may be conceptually at odds with historical and geopolitical actuality," the study said.

"None of this is accidental. Islamic organizations, willing to [provide] misinformation, are active in curriculum politics. These activists are eager to expunge any critical thought about Islam from textbook and all public discourse. They are succeeding, assisted by partisan scholars and associations… It is alarming that so many individuals with the power to shape the curriculum are willfully blind to or openly sympathetic to these efforts," the report said.

Regarding the TCI book, the report said its lessons contain "stilted language that seem scripted or borrowed from devotional, not historical, material." Also, the "Medieval to Early Modern Times" book features a two-page prayer to Allah "the Merciful."

"Among the textbooks examined, the editorial caution that marks coverage of Christian and Jewish beliefs vanishes in presenting Islam's foundations. With materials laden with angels, revelations, miracles, prayers, and sacred exclamations; the story of the Zamzam well; and the titles 'Messenger of God' and 'Prophet of Islam' the seventh-grade textbooks cross the line into something other than history, that is, scripture or myth."

Among the lessons public school students must learn from the various books:

Muhammad "taught equality"

Fasting reminds Muslims of people who struggle to get enough food

Muhammad told his followers to make sure guests never left a table hungry

Arab traditions include being kind to strangers and helping needy
"These effusive formulations stop just short of invention and raise questions about the sources of information," the report said.

The books' praises of Islam continues, the report said. "TCI devotes 13 text-heavy pages to textiles, calligraphy, design, books, city building, architecture, mathematics, medicine, polo, and chess, some of it spun like cotton candy," the report said.

For example, the book reports: "Singing was an essential part of Muslim Spain's musical culture. … Although this music is lost today, it undoubtedly influenced later musical forms in Europe and North Africa."

"Undoubtedly, the TCI volume declares. Yet the book acknowledges the music is lost and the claims are speculative. Empty text dilates Islamic achievements," the report said.

Glossing over the actual physical conquering of some peoples, the "World History: Medieval and Early Modern Times" says people were converted to Islam because they were "attracted by Islam's message of equality and hope for salvation," the report said.

Another book teaches: "Q: How did the caliphs who expanded the Muslim Empire treat those they conquered? A: They treated them with tolerance."

"At a time when intolerance marks Islamic cultures worldwide and multiculturalism is a ruling idea in U.S. schools, these 'wonderland-of-tolerance' tropes constitute a major content distortion," the report said.

The books teach the Crusades were "religious wars launched against Muslims by European Christians."

"When … Muslims groups attack Christian peoples, kill them, and take their lands, the process is referred to as 'building' an empire. Christian attempts to restore those lands are labeled as 'violent attacks' or 'massacres,'" the report said.

Some of the books are rife with other errors. In the TCI book, it says the Crusaders wore red crosses. "No. Only Templars did," said the report.

"While Christian belligerence is magnified, Islamic inequality, subjugation, and enslavement get the airbrush," said the report, which also found inaccuracies in teaching about sharia religious law, women's rights and terrorism, especially the Sept. 11, 2001, attacks in New York, Washington and Pennsylvania, which killed nearly 3,000.

"The Modern World" says, "On the morning of Sept. 11, 2001, teams of terrorists hijacked four airplanes on the East Coast. Passengers challenged the hijackers on one flight, which they crashed on the way to its target. But one plane plunged into the Pentagon in Virginia, and two others slammed into the twin towers of the World Trade Center in New York…"

"The flatness and brevity of this passage are dismaying. In terms of content, so much is left unanswered. Who were the teams of terrorists and what did they want to do? What were their political ends? Since 'The Modern World' avoids any hint of the connection between this unnamed terrorism and jihad, why September 11 happened is hard to understand," the report said.
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'Mosque' uncovered on college campus
'For all practical purposes, this is essentially a Muslim prayer room'
Posted: December 17, 2007
http://www.wnd.com/news/article.asp?ARTICLE_ID=59245

A Japanese garden on the campus of Normandale Community College in Minnesota

A Minnesota community college has "a Muslim place of worship" featuring "a schedule for Islam's five daily prayers," according to a local newspaper columnist who visited the campus.

Tax-supported Normandale Community College in Bloomington, Minn., also has a "sign requesting that shoes be removed" and a barrier that divides men's and women's "prayer spaces," writes Katherine Kersten of the Minneapolis Star-Tribune.

College officials denied it was anything more than a "meditation" room available for "all faiths."

The description of the facility, however, led one faculty member to tell Kersten the room is "unprecedented" and "goes beyond religious toleration."

"For all practical purposes, this meditation room is essentially a Muslim prayer room," said Chuck Chalberg of Normandale's history faculty.

WND has reported on "accommodations" for Muslims in public institutions, such as schools and airports, and the outrage triggered by the expenditure of public funds on a religion-specific facility.

At Normandale, Kersten reported, an "arrow informed worshippers of the direction of Mecca, and literature urged women to cover their faces."

She reported college officials converted a racquetball court into a "meditation" room during remodeling of some school facilities, which held another "meditation" room for students' use.

Her description continues:

A row of chest-high barriers splits the room into sex-segregated sections. In the smaller, enclosed area for women sits a pile of shawls and head-coverings. Literature titled "Hijaab [covering] and Modesty" was prominently placed there, instructing women on proper Islamic behavior.

They should cover their faces and stay at home, it said, and their speech should not "be such that it is heard."

"Enter into Islaam completely and accept all the rulings of Islaam," the tract read in part. "It should not be that you accept what entertains your desires and leave what opposes your desires; this is from the manners of the Jews."

"[T]he Jews and the Christians" are described as "the enemies of Allaah's religion."

The document adds: "Remember that you will never succeed while you follow these people."

A poster on the room's door advertised a local lecture on "marriage from an Islamic perspective," with "useful tips for marital harmony from the Prophet's ... life." Other fliers invited students to join the Normandale Islamic Forum, or participate in Ramadan celebrations.

One thing was missing from the meditation room: evidence of any faith but Islam. No Bible, no crucifix, no Torah.

Normandale President Joe Opatz did not take a reporter's call with questions, instead deferring to college spokesman Geoff Jones, who said the article is "not accurate."

College chief Joe Opatz

Jones said the school is open to "diversity in terms of beliefs, values and cultural backgrounds."

The room, he said, was "created for use by any person for meditation purposes."

Jones confirmed it does have a partition that partially divides the room "that is something that was placed there."

But he denied there are any brochures, information or religious symbols or representations in the room.

"When I visited the room … there were no postings other than announcing it was a meditation room," Jones said.

"We've always sought to have persons of all cultures and backgrounds welcome here. As such we have student clubs and speakers from the community … that promote the dialogue and the discourse," he said.

"As a public institution, we have a responsibility to allow freedom of speech and freedom of religion. This is America," said Jones.

But he also confirmed there is no set schedule for the various groups to use the room.

"It's just been the ebb and flow [of meetings]," he said.

Opatz, on his website welcome to the school, called Normandale the "crown jewel" of the community college system.

He suggested the "clubs, student government, recreational sports and other organizations" provide "a winning combination for a lasting success."

The school website lists the Baha'I Club, Campus Crusade for Christ, College Democrats, Dental Hygiene, Ethiopian Student Union, Gay & Straight Student Alliance, Latter-day Saint Student Association, Muslim Student Association, Oromo Student Union, Somali Student Association and other special interest groups active on campus.

Kersten wrote that her visit to the meditation room revealed literature titled, "Hijaab [covering] and modesty,]" and instructions that women's "speech should not 'be such that it is heard.'"

"Enter into Islaam completely and accept all the rulings of Islaam," said a tract she said. "It should not be that you accept what entertains your desires and leave what opposes your desires; this is from the manners of the Jews."

She noted the document said, "Jews and the Christians" are "the enemies of Allaah's religion. … Remember that you will never succeed while you follow these people."

Ralph Anderson, dean of student affairs, told Kersten the college not only prepared the room but also posted signs at the room's entrance asking students to remove their shoes, which is a Muslim custom.

Anderson called it, "basically a courtesy to Muslim students."

He also told her the room is divided by sex, because "Muslim students prefer that. …"

Anderson refused to respond to questions about such segregation in a public facility.

"I don't want to comment on that," he said.

Chad Lunaas, a former student at the school, told Kersten he frequently on Fridays would discover that "every sink and toilet stall had someone washing his feet."

He said he was intimidated by Muslims who "seemed to be in charge." The student also said Muslims took over the meditation room.

"They made people who are not of the Muslim religion feel very uncomfortable, especially if they were female," he said.

Comments on Kersten's column blog were vehement.

"Each and every time this topic comes up I see my former Liberal friends compromising their principles of 'Separation of Church and State' by supporting the open display of religion in public places when it concerns any religion other the Christianity," said on. "Again, if you are against the public display of religion you are against ALL public displays of religion, PERIOD."

Another poster asked, "Why is a publicly funded instituion (sic) providing any accomodation (sic) for any religion on its campus? If you want religious accommodation (sic), go to a private educational institution that will accomodate (sic) this religion."

WND also has reported on a decision by officials at St. Olaf College in Northfield, Minn., to appoint a practicing Hindu to head the college's religion department.

The issue of Muslim accommodations in public facilities such as airports already has attracted attention in Indianapolis, Phoenix and several other locations.

In a letter to Indianapolis officials, Rev. Jerry Hillenberg of Hope Baptist Church asked for a meeting over plans being developed by the airport authority to install footbaths on the airport property.

"I still desire to speak personally with you about this issue. It cannot go unchallenged and unattended to," he wrote. "It remains a concern of the public at large, and certainly is a concern of this pastor and our congregation.

"All of the input that we have received from the citizens of this city, county, surrounding counties, across the country, and around the world; has run 10 to one against the installation of these religious implements," he said.

"Most realize that public property, owned by the taxpayers, cannot be used by Christians for religious displays or implements of their religiosity. Then, the question amongst them becomes: Why can it be used for Muslims?"
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District definition: Racists are 'whites'
Webpage later changed after 'concerns voiced' over agenda
Posted: November 18, 2007
http://www.wnd.com/news/article.asp?ARTICLE_ID=58750

The Seattle School District has backtracked on a statement that racists are "whites" after "numerous concerns" were expressed over the description, according to the district's website.

A cached webpage of the Seattle District's page regarding "Equity & Race," had defined racism as: "The systematic subordination of members of targeted racial groups who have relatively little social power in the United States (Blacks, Latino/as, Native Americans, and Asians), by the members of the agent racial group who have relatively more social power (Whites). The subordination is supported by the actions of individuals, cultural norms and values, and the institutional structures and practices of society."

However, the change noted, "In response to the numerous concerns voiced regarding definitions posted on the Equity & Race website, we have decided to revise our website in a way that will hopefully provide more context to readers around the work that Seattle Public Schools is doing to address institutional racism. The intended purpose of our work in the area of race and social justice is to bring communities together through open dialogue and honest reflection around what is meant by racism and the impact is (sic) has on our society and more specifically, our students. Our intention is not to put up additional barriers or develop an 'us against them' mindset…"

Cached paged of Seattle school definition of racists as 'whites'

The website also said it no longer is effective, or its desire "to hold onto unsuccessful concepts such as a melting pot or colorblind mentality."

The department is the same that issued a letter to staff members recently reminding them that Thanksgiving is a time of mourning for "Natives," and suggesting an exploration of an outside website for ways to "deconstruct" the holiday.

It also recalls a now-discontinued program at the University of Delaware that taught residents of campus housing facilities that "all whites are racists."

The cached page of the Seattle school website was retained by a former teacher, a Southerner who described being accused of being a racist for having an accent in her speech.

The school also defined "cultural racism" to include "those aspects of society that overtly and covertly attribute value and normality to white people and Whiteness, and devalue, stereotype, and label people of color as 'other', different, less than, or render them invisible. Examples of these norms include defining white skin tones as nude or flesh colored, having a future time orientation, emphasizing individualism as opposed to a more collective ideology, defining one form of English as standard, and identifying only Whites as great writers or composers."

It also instructed that "institutional racism" is: "The network of institutional structures, policies, and practices that create advantages and benefits for Whites, and discrimination, oppression, and disadvantages for people from targeted racial groups. The advantages created for Whites are often invisible to them, or are considered 'rights' available to everyone as opposed to 'privileges' awarded to only some individuals and groups."

University of Delaware officials halted their program after its contents came to light.

"While I believe that recent press accounts misrepresent the purpose of the residential life program at the University of Delaware, there are questions about its practices that must be addressed and there are reasons for concern that the actual purpose is not being fulfilled. It is not feasible to evaluate these issues without a full and broad-based review," said a statement posted on the school's website by President Patrick Harker.

"Upon the recommendation of Vice President for Student Life Michael Gilbert and Director of Residence Life Kathleen Kerr, I have directed that the program be stopped immediately. No further activities under the current framework will be conducted," he said.

Harker said Gilbert will work with the University Faculty Senate and others "to determine the proper means by which residence life programs may support the intellectual, cultural and ethical development of our students."

University of Delaware President Patrick Harker

WND had reported on concerns raised by The Foundation for Individual Rights in Education, which wrote to Harker citing documents from the schools' Office of Residence Life Diversity Education Training program.

"Somehow, the University of Delaware seems terrifyingly unaware that a state-sponsored institution of higher education in the United States does not have the legal right to engage in a program of systematic thought reform," the letter from FIRE's director of legal and public advocacy, Samantha Harris, said. "The First Amendment protects the right to freedom of conscience – the right to keep our innermost thoughts free from governmental intrusion. It also protects the right to be free from compelled speech."

She said included among the school's teaching resources was the following: "A RACIST: A racist is one who is both privileged and socialized on the basis of race by a white supremacist (racist) system. 'The term applies to all white people (i.e., people of European descent) living in the United States, regardless of class, gender, religion, culture or sexuality. By this definition, people of color cannot be racists, because as peoples within the U.S. system, they do not have the power to back up their prejudices, hostilities, or acts of discrimination….

As WND reported, the Delaware program also noted that "reverse racism" is "a term created and used by white people to deny their white privilege." And "a non-racist" is called "a non-term," because, the program explains, "The term was created by whites to deny responsibility for systemic racism, to maintain an aura of innocence in the face of racial oppression, and to shift the responsibility for that oppression from whites to people of color (called 'blaming the victim')."
---

University to students: 'All whites are racist'
Mandatory program 'treats' politically incorrect attitudes
Posted: October 30, 2007
By Bob Unruh
http://www.wnd.com/news/article.asp?ARTICLE_ID=58426

University of Delaware President Patrick Harker

A mandatory University of Delaware program requires residence hall students to acknowledge that "all whites are racist" and offers them "treatment" for any incorrect attitudes regarding class, gender, religion, culture or sexuality they might hold upon entering the school, according to a civil rights group.

"Somehow, the University of Delaware seems terrifyingly unaware that a state-sponsored institution of higher education in the United States does not have the legal right to engage in a program of systematic thought reform. The First Amendment protects the right to freedom of conscience – the right to keep our innermost thoughts free from governmental intrusion. It also protects the right to be free from compelled speech," said a letter from Samantha Harris, director of legal and public advocacy for The Foundation for Individual Rights in Education to university President Patrick Harker.

The organization cited excerpts from the university's Office of Residence Life Diversity Education Training documents, including the statement:

"A RACIST: A racist is one who is both privileged and socialized on the basis of race by a white supremacist http://www.wnd.com/news/article.asp?ARTICLE_ID=58426 system. 'The term applies to all white people (i.e., people of European descent) living in the United States, regardless of class, gender, religion, culture or sexuality. By this definition, people of color cannot be racists, because as peoples within the U.S. system, they do not have the power to back up their prejudices, hostilities, or acts of discrimination….'"

The education program also notes that "reverse racism" is "a term created and used by white people to deny their white privilege." And "a non-racist" is called "a non-term," because, the program explains, "The term was created by whites to deny responsibility for systemic racism, to maintain an aura of innocence in the face of racial oppression, and to shift the responsibility for that oppression from whites to people of color (called 'blaming the victim')."

The "education" regarding racism is just one of the subjects that students are required to adopt as part of their University of Delaware experience, too, FIRE noted.

The "shocking program of ideological reeducation," which the school itself defines as a "treatment" for students' incorrect attitudes and beliefs, is nothing less than "Orwellian," FIRE said.

The school requires its approximately 7,000 residence hall students "to adopt highly specific university-approved views on issues ranging from politics to race, sexuality, sociology, moral philosophy and environmentalism."

"FIRE is calling for the total dismantling of the program, which is a flagrant violation of students' rights to freedom of conscience and freedom from compelled speech," the organization said.

On a foundation blog, a student noted that one residence assistant told students, "Not to scare anyone or anything, but these are MANDATORY!!" And the training program for those who indoctrinate students includes the order: "A researcher must document that the treatment/intervention was faithfully applied (ex: specific lesson plans were delivered to every student, etc.)."

Further, the school requires "a systemic change" as a result of the program, FIRE noted. As one RA told students: "Like it or not, you all are the future Leaders, and the world is Diverse, so learning to Embrace and Appreciate that diversity is ESSENTIAL."

"The University of Delaware's residence life education program is a grave intrusion into students' private beliefs," FIRE President Greg Lukianoff said. "The university has decided that it is not enough to expose its students to the values it considers important; instead, it must coerce its students into accepting those values as their own. At a public university like Delaware, this is both unconscionable and unconstitutional."

According to university materials, RAs are instructed to ask students during one-on-one sessions questions such as: "When did you discover your sexual identity?" "When were you first made aware of your race?" and "Who taught you a lesson in regard to some sort of diversity awarness? What was the lesson?"

"Students who express discomfort with this type of questioning often meet with disapproval from their RAs, who write reports on these one-on-one sessions and deliver these reports to their superiors. One student identified in a write-up as an RA's 'worst' one-on-one session was a young woman who stated that she was tired of having 'diversity shoved down her throat,'" FIRE said.

This particular student responded to the question, "When did you discover your sexual identity?" with the terse: "That is none of your damn business," FIRE said.

Requirements for students include: "Students will recognize that systemic oppression exists in our society," "Students will recognize the benefits of dismantling systems of oppression," and "Students will be able to utilize their knowledge of sustainability to change their daily habits and consumer mentality," FIRE said.

The foundation said students even are "pressured or even required" to make social statements that meet with the school's approval.

"The fact that the university views its students as patients in need of treatment for some sort of moral sickness betrays a total lack of respect not only for students' basic rights, but for students themselves," Lukianoff said. "The University of Delaware has both a legal and a moral obligation to immediately dismantle this program, and FIRE will not rest until it has."

A spokesman for the school, contacted by WND, said he was not ready to make a statement about the situation right away.

But the foundation's letter to Harker noted, "we have never encountered a more systematic assault upon the individual liberty, dignity, privacy, and autonomy of university students than this program," which "requires students to adopt highly specific university-approved views on issues."

"Such utter contempt for the autonomy and free agency of others is the hallmark of totalitarianism and has no place in any free society, let alone at a public university in the state of Delaware," the letter said.

Especially alarming, Harris told WND, is that the school defines learning specifically as "attitudinal or behavioral changes," not acquiring any sort of knowledge and ability.

Such thinking "represents a distorted idea of 'education' that one would more easily associate with a Soviet prison camp than with an American institution of higher education," FIRE said. "As another example, after an investigation showed that males demonstrated 'a higher degree of resistance to educational efforts,' the Rodney complex chose to hire 'strong male RAs.' Each such RA 'combats male residents' concepts of traditional male identity,' in order to 'ensure the delivery of the curriculum at the same level as in the female floors.' This language is disturbingly reminiscent of a pivotal scene from George Orwell's '1984,' in which the protagonist's captors tell him that 'The Party is not interested in the overt act: the thought is all we care about. We do not merely destroy our enemies, we change them.'"

No small danger, FIRE noted, is being presented to the university through such apparent constitutional violations. "Simply put, the residence life education program is a legal minefield," the group said.

One student reacted to the indoctrination with rebellion. On the FIRE blog, he wrote:

"Take the issue of homosexuality, and the rights that should or should not be associated with it. As a Christian, I believe that the Bible says homosexuality is wrong, and is a sin against God. As such, I cannot accept it as a legitimate lifestyle. While I accept homosexuals as people, I do not accept their choice as right, and subsequently I do not think that homosexual couples should be given marital rights. I accept that others do not hold the same views as me. But it is wrong that under the Residence Life curriculum and school mandated curriculum that I should made to feel guilty for my views. … It is not the school's right to try to convince me to embrace the values that Residence Life has chosen. Essentially, if I do not change my views, I will be labeled by my RA as not embracing diversity, and not accepting of certain groups, and thus my RA will try all the harder to change me. This is not the school's job, or right."
---

University drops 'whites are racist' plan
Prez says: 'I have directed that the program be stopped immediately'
Posted: November 01, 2007
By Bob Unruh
http://www.wnd.com/news/article.asp?ARTICLE_ID=58475

University of Delaware officials, who just a day earlier had defended a residence hall series of teachings on which WND reported that told students "all whites are racists," today announced the program is being stopped.

"While I believe that recent press accounts misrepresent the purpose of the residential life program at the University of Delaware, there are questions about its practices that must be addressed and there are reasons for concern that the actual purpose is not being fulfilled. It is not feasible to evaluate these issues without a full and broad-based review," said a statement posted on the school's website by President Patrick Harker.

"Upon the recommendation of Vice President for Student Life Michael Gilbert and Director of Residence Life Kathleen Kerr, I have directed that the program be stopped immediately. No further activities under the current framework will be conducted," he said.

His statement said the school "strives for an environment in which all people feel welcome to learn, and which supports intellectual curiosity, critical thinking, free inquiry and respect for the views and values of an increasingly diverse population. The University is committed to the education of students as citizens, scholars and professionals and their preparation to contribute creatively and with integrity to a global society. The purpose of the residence life educational program is to support these commitments."

Harker said Gilbert will work with the University Faculty Senate and others "to determine the proper means by which residence life programs may support the intellectual, cultural and ethical development of our students."

WND had reported on concerns raised by The Foundation for Individual Rights in Education, which wrote to Harker citing documents from the schools' Office of Residence Life Diversity Education Training program.

"Somehow, the University of Delaware seems terrifyingly unaware that a state-sponsored institution of higher education in the United States does not have the legal right to engage in a program of systematic thought reform," the letter from FIRE's director of legal and public advocacy, Samantha Harris, said. "The First Amendment protects the right to freedom of conscience – the right to keep our innermost thoughts free from governmental intrusion. It also protects the right to be free from compelled speech."

She said included among the school's teaching resources was the following: "A RACIST: A racist is one who is both privileged and socialized on the basis of race by a white supremacist (racist) system. 'The term applies to all white people (i.e., people of European descent) living in the United States, regardless of class, gender, religion, culture or sexuality. By this definition, people of color cannot be racists, because as peoples within the U.S. system, they do not have the power to back up their prejudices, hostilities, or acts of discrimination….

The university responded to WND questions about the program with an e-mail referral to a web posting, which said, "there is in fact a program within the residence halls that engages students in self-examination of the roles they hope to take in society."

That defense, posted yesterday, said, "This effort is consistent with the mission of the university which states, 'Our graduates should know how to reason critically and independently … communicate clearly in writing and speech, and develop into informed citizens and leaders.' The program is designed to encourage students to think about and to consider a number of issues, but all make their own decisions about the outcome of this reflection," the school said.

The school said FIRE "asserts a number of conclusions that can be supported by a selective citation of documents, but are not actualized" and said "indoctrination … serves no educational purpose."

Harris said the organization knows Delaware's students are intelligent.

"They're coming forward in droves to complain about the program," she said.

But the focus shouldn't be on the results but the school's actions, she told WND.

"The issue is that a state university doesn't have the right to try to indoctrinate its students, whether or not that's ultimately successful," she said.

Gilbert said then students "are challenged to express themselves as free-thinking citizen … [and] indoctrination … does not exist as part of a systematic effort on this campus."

He admitted "missteps" in the program, which is new. "As with any university educational endeavor assessment and feedback measures have been established to identify issues or concerns. Each of the issues FIRE presents are currently under review. In fact, we recently became aware that students in several residence halls were told their participation is mandatory at these activities and we have taken steps to clarify this misconception and to notify students of their rights in this area."

As WND reported earlier, the education program also notes that "reverse racism" is "a term created and used by white people to deny their white privilege." And "a non-racist" is called "a non-term," because, the program explains, "The term was created by whites to deny responsibility for systemic racism, to maintain an aura of innocence in the face of racial oppression, and to shift the responsibility for that oppression from whites to people of color (called 'blaming the victim')."

The "education" regarding racism is just one of the subjects that students are required to adopt as part of their University of Delaware experience, too, FIRE noted.

The "shocking program of ideological reeducation," which the school itself defines as a "treatment" for students' incorrect attitudes and beliefs, is nothing less than "Orwellian," FIRE said. Other issues on which students are taught include homosexuality, environmentalism, and other politically correct issues.

"FIRE is calling for the total dismantling of the program, which is a flagrant violation of students' rights to freedom of conscience and freedom from compelled speech," the organization said.

According to university materials, RAs under the program were told to ask students during one-on-one sessions questions such as: "When did you discover your sexual identity?" "When were you first made aware of your race?" and "Who taught you a lesson in regard to some sort of diversity awarness? What was the lesson?"

"Students who express discomfort with this type of questioning often meet with disapproval from their RAs, who write reports on these one-on-one sessions and deliver these reports to their superiors. One student identified in a write-up as an RA's 'worst' one-on-one session was a young woman who stated that she was tired of having 'diversity shoved down her throat,'" FIRE said.

This particular student responded to the question, "When did you discover your sexual identity?" with the terse: "That is none of your damn business," FIRE said.

WND's own review of just a small amount of the information posted under student life categories on the Delaware website documented almost exclusive support for the presentation of a political agenda.

One program had suggested readings that included writings by Peggy McIntosh, who cited dozens of "daily effects of white privilege," including, "I can talk with my mouth full and not have people put this down to my color."

Another recommended reading was by Sandra Lawrence and Beverly Tatum, and titled "White Racial Identity and Anti-Racist Education: A Catalyst for Change."

In that document, they state, "Being White is viewed as a 'normal' state of being which is rarely reflected upon, and the privileges associated with being White are simply taken for granted.

"Because the ideology of White racial superiority is so deeply embedded in our culture, the process of 'unlearning racism' is a journey we need to continue throughout our lives," they wrote.

Those writings also documented the results in some of the students in their classes, such as:

"I have people that I don't invite over [to my house] anymore. I like Jane, but her husband is a bigot, and I won't put up with it," wrote one enlightened student.

Another recommended writing was "Confessions of a Recovering Racist," by Donna Hauer, who condemned a "Baptist minister father" for failing to "embrace" his son's homosexual lifestyle, a mother who "disappointed" him and an "impersonal, homophobic, (sic) university" that did not meet his desires.

Another brochure listed was "Detour spotting for white anti-racists" by "jona olsson."

That told readers, "No white person has ever lived in a non-racist North America. … None of us has ever been taught the skills of anti-racist living. Indeed, we have been carefully taught the opposite: how to maintain our white privilege."

"Racism," she continued, "the system (of oppression) and advantage (for white people) depends on the collusion and cooperation of white people for its perpetuation."
---

Students facing charges of 'desecration of Allah'
Hamas, Hezbollah flags used in college Republicans protest
Posted: March 10, 2007
http://www.wnd.com/news/article.asp?ARTICLE_ID=54634

College Republicans at San Francisco State University desecrated the name of Allah by stepping on makeshift Hezbollah and Hamas flags, charged school officials who brought the students before a hearing yesterday.

The trouble began at an Oct. 17 anti-terrorism rally in which the students stepped on butcher paper painted to resemble the flags of the Middle East terrorist organizations Hamas and Hezbollah. The College Republicans say they simply copied the script from an image on the Internet and didn't know it bore the name of Allah in Arabic script.

University spokeswoman Ellen Griffin, however, told San Francisco Chronicle columnist Debra J. Saunders the university "stands behind this process" of investigating the students for possible punishment.

"I don't believe the complaint is about the desecration of the flag," Griffin said. "I believe that the complaint is the desecration of Allah."

The university has 10 days from the time of the hearing to decide whether to sanction the students.

Greg Lukianoff, president of the Foundation for Individual Rights in Education, or FIRE, which represents the students, insisted the school has no basis for punishing them.

"The College Republicans engaged in unequivocally protected political expression, and it strains all credibility to think the SFSU administration does not know this," he said. "There is nothing to try or investigate here other than protected expression."

Ten days after the incident, a student filed a formal complaint with the university against the campus group, alleging "attempts to incite violence and create a hostile environment" and "actions of incivility."

FIRE argues the university's Office of Student Programs and Leadership Development could have settled the matter informally or dismissed the charges instead of pressing forward today with a hearing.

The legal advocacy group sent a letter to SFSU President Robert A. Corrigan Jan. 23 arguing no American public institution can lawfully prosecute students for engaging in political protest or for desecrating religious symbols.

FIRE asserted "incitement" and creating a "hostile environment" are legal terms not applicable to the College Republicans' actions of stepping on flags.

"SFSU has a duty to uphold the First Amendment rights of all of its students, even if their expressive activity offends the religious sensibilities of some," the letter stated.

University officials wrote back Jan. 29, saying the school would continue to investigate the complaint "to give all parties the confidence that they will be heard and fairly treated by a panel that includes representatives of all the university's key constituencies."

A follow-up letter by FIRE urged Corrigan to call off the hearing, warning "if you continue to ignore your constitutional obligations, you risk personal liability for depriving your students of their rights."

"This is not even a close call, legally speaking," FIRE Vice President Robert L. Shibley contended. "The First Amendment protects using or destroying flags in political protest, and even SFSU administrators must realize that they cannot prosecute students for failing to respect a religious symbol."


 

 
 
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