From California to the Khalifate: Public school students to live as Muslims for 2 weeks in Saudi funded indoctrination program

Posted: May 3, 2004
1:00 a.m. Eastern

http://www.worldnetdaily.com/news/article.asp?ARTICLE_ID=38304

By Paul Sperry
© 2004 WorldNetDaily.com

WASHINGTON -- A top textbook consultant shaping classroom education on Islam in American public schools recently worked for a school funded and controlled by the Saudi government, which propagates a rigidly anti-Western strain of Islam, a WorldNetDaily investigation reveals.

The consultant, Susan L. Douglass, has also praised Pakistan's madrassa schools as "proud symbols of learning," even after the U.S. government blamed them for fueling the rise of the Taliban and al-Qaida.

Douglass, routinely described as a "scholar" or "historian," has edited manuscripts of world history textbooks used by middle and high school students across the country. She's also advised state education boards on curriculum standards dealing with world religion, and has helped train thousands of public school teachers on Islamic instruction.

In effect, she is responsible for teaching millions of American children about Islam, experts say, while operating in relative obscurity.

WorldNetDaily has learned that up until last year Douglass taught social studies at the Islamic Saudi Academy in Alexandria, Va., which teaches Wahhabism through textbooks that condemn Jews and Christians as infidels and enemies of Islam. Her husband, Usama Amer, still teaches at the grades 2-12 school, a spokeswoman there confirmed. Both are practicing Muslims.

The Saudi government funds the school, which has a sister campus in Fairfax, Va.

"It is a school that is under the auspices of the Saudi Embassy," said Ali al-Ahmed, executive director of the Washington-based Saudi Institute, a leading Saudi opposition group. "So the minister of education appoints the principal of the school, and the teachers are paid by the Saudi government."

He says many of the academy's textbooks he has reviewed contain passages promoting hatred of non-Muslims. For example, the eleventh-grade text says one sign of the Day of Judgment will be when Muslims fight and kill Jews, who will hide behind trees that say: "Oh Muslim, oh servant of God, here is a Jew hiding behind me. Come here and kill him."

Al-Ahmed, a Shiite Muslim born in predominantly Sunni Muslim Saudi Arabia, says the school's religious curriculum was written by Sheik Saleh al-Fawzan, a senior member of the Saudi religious council, who he said has "encouraged war against unbelievers." Al-Fawzan has authored textbooks used in Saudi schools.

A report released last year by the U.S. Commission on International Religious Freedom found that the Saudi Ministry of Education publishes texts presenting Islam as "the only true religion" and denouncing all other religions as "invalid" and "misguided."

"Christians and Jews repeatedly are labeled as infidels and enemies of Islam who should not be befriended or emulated, and are referred to in eighth-grade textbooks as 'apes and pigs,'" the report said. In addition, it found that "some Saudi government-funded textbooks used in North American Islamic schools have been found to encourage incitement to violence again non-Muslims."

Critics complain that Douglass, who taught at the Saudi academy for at least a decade, has convinced American textbook publishers and educators to gloss over the violent aspects of Islam to make the faith more appealing to non-Muslim children. The units on Islam reviewed by WND appear to give a glowing and largely uncritical view of the faith.

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http://www.soundvision.com/Info/education/pubschool/pub.cie.asp

MIM: Information from the Hamas affiliated Sound Vision website about the CIE

PROFILE: COUNCIL ON ISLAMIC EDUCATION
By Samana Siddiqui

"Most history books present Islam in a very negative way, in one case I heard a teacher compare Prophet Muhammad (peace and blessings be upon him) to Hitler. Another one says that Muslims forced people who followed pagan religions to convert to Islam...About 90 percent of what is written in the history books is either false or twisted around to make Islam sound like a terrorist religion."

-"History Books a Problem" by Uzma Unus in Islamic Horizons magazine, April 1986.

Making Islam sound like a terrorist religion is usually a dirty deed associated with the media: television, newspapers and movies. But over 13 years ago, Sr. Uzma pinpointed a source of misinformation about Islam and Muslims that was virtually ignored: public school textbooks.

Enter Shabbir Mansuri.

It was the false description of Muslim prayer in his daughter's grade six social studies textbook that spurred him to do something about it.

"They said Bedouins slap their hands on the ground, get down on their knees, they rub their faces in the sand, their call out on their God," he says in an interview with Sound Vision from his office in Fountain Valley, California. "I was so angry."

Mansuri says he was more concerned that millions of other students who would be miseducated about something Muslims do five times a day.

That was back in 1988. Fast forward 11 years and you'll find Mansuri as the founding director of the Council on Islamic Education, the only national faith-based organization in the United States that is directly involved in the process of reviewing public school textbooks from a multicultural perspective. It was established in 1990.

The organization is made up of scholars in the fields of history, religion, education and curriculum specialists and teachers. It works with textbook publishers during their development of new Kindergarten to grade 12 history-social science teaching materials.

"They're very professional, very informed and they have at their heart the same thing we do which is the desire for good, accurate information for the children," says Abigail Jungreis, Editorial Director for school social studies at Houghton Mifflin book publishing company, which has several textbook divisions. "We've had a really good relationship with them [the CIE] over the years. Their reviewers are knowledgeable, access to primary source materials," Jungreis notes.

She gives Susan Douglass as an example. Douglass is one of the CIE's affiliated scholars.
Jungreis says she can pull out rare sources like journals from Persia in the middle ages.

It is also with the help of the CIE that Jungreis says Houghton Mifflin's textbooks have been able to show what Crusades were like for the Muslims. "We've been able to give several perspectives on an event like that," she says.

"It's hard for us to be expert in every area. Here is a source of material that allows us to include voices of people who we haven't included in the past."

"We see our reviewers as playing a crucial role in enabling us to present accurate and complete information," she notes. "In this day and age there's no way anybody can be an expert on all aspects of history or social studies subjects.

Jungreis notes that the American melting pot also necessitates including different perspectives in textbooks.

"The diversity of this country demands that we show it has a diverse past," she says. "There are many different people who have always played a role in history and had interesting lives and great achievements as well as conflicts and difficulties."

The CIE's mandate has broadened to include more than just critiquing textbooks. The organization has also produced publications that can be used as supplemental teaching guides to help teach about Islam and Muslims. It also conducts in-service workshops for schools, districts and organizations, participates in annual education conferences.

Some of these include, Teaching About Islam and Muslims in the Public School Classroom, Muslim Holidays: Teachers Guide and Student Resources, The Crusades from Medieval European and Muslim Perspectives: A Unit of Study for Grades 7-12, as well as Beyond A Thousand and One Nights, which features different kinds of Muslim literature, including poetry and scientific writing.