Islamic Indoctrination in Scottsdale, Arizona Public School
Reader comment on article: Spreading Islam in American Public Schools

Submitted by Janie White (United States), Feb 27, 2005 at 10:45

Excellent article, Dr. Pipes, and thank you for taking the time to write it!

My child is in the 7th grade in Scottsdale, Arizona. The school's officially adopted social studies textbook is titled Across the Centuries and is published by Houghton Mifflin. However, Across the Centuries has been shelved and the school is piloting a brand new book from Teacher's Curriculum Institute, aka TCI, titled History Alive! The Medieval World and Beyond (this book is not permitted to go home). In my opinion, this book is highly biased towards Islam, historically incorrect and also includes fake history along with Islamic religious proselytizing and indoctrination techniques.

The school has spent approximately 5 weeks of the third quarter grading period teaching Islam to 12 and 13 year olds. The children had to write a full biography on the life of Muhammad, using the information from the textbook - an extremely indoctrinating exercise. This biography will be a large portion of their grade for the 8 week period. Michael H. Hart's top 100 list of the most influential people in the history of the world was presented to teach that Muhammad was #1, Sir Isaac Newton was #2 and Jesus was #3. The school hosted two professional Muslim speakers, from the Islamic Speakers Bureau of Arizona, to speak to all 7th grade social studies classes. This took one whole day. The Muslim speakers brought prayer rugs and taught the children to pray the Muslim way. I also believe that there were recitations from the Koran and possibly an Islamic "fashion show".

To the best of my knowledge, in this Islamic program, there are none of the negative aspects of Islam touched upon. It is my opinion that in the book, History Alive! The Medieval World and Beyond, Christians are trounced and portrayed as murderers of the Muslim and Jewish people. The Jewish people are only mentioned, and very briefly, in order to be victimized, persecuted and murdered by the Christians. All the while, Islam builds great and grand new empires, has many great and wonderful achievements in architecture, education, science, geography, mathematics, medicine, literature, art and music, and ultimately rules benevolently over the Jewish and Christian people.

Islamic indoctrination in American education is a highly successful insidious industry that is extremely well organized, well connected, legally savvy, brazenly influential, and without successful opposition. When individuals complain to the schools, we often find ourselves engaged in a seriously daunting uphill battle. There should be an opposing and equally aggressive and well connected organization of people who are willing to stop the Islamization of our school children and of our public schools. This is a big job. Sharing information, increasing awareness and being connected are half the battle.

There is a large amount of information available about the Islamization of public school textbooks. Of course, Daniel Pipes' website is a good place to start. Check The Textbook League and William Bennetta, The American Textbook Council and Gilbert Sewall for starters. Search the internet using terms like Islamic indoctrination in public schools, textbooks promote Islam, Islamic dawa in public schools, Across the Centuries criticism, Serge Trifkovic Across the Centuries, Textbooks for Jihad by Lee Kaplan, Look who's teaching Johnny about Islam by Paul Sperry, etc... You will find many articles and one will lead to the next and so on...

I feel strongly that religious studies should not be taught in public elementary, middle or high schools. Religious studies can be offered in public colleges to adults who are able to make their own choices about what they want to be "fed". I wish that the people in charge of our children's public education felt the same way!

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Daniel Pipes replies:

I wrote a blog on the impact of this comment at http://www.danielpipes.org/blog/439.

DP