When American History Is Un-American

Phyllis Schlafly, WorldNetDaily, August 11, 2010

{snip} Gov. Jan Brewer signed another law this year that bans schools from teaching classes designed to promote solidarity among students of a particular ethnic group.

{snip} The issue arose because the Tucson School District offers courses in Mexican-American studies (known locally as Raza studies) that focus on that particular group and its influence.

The law doesn’t prohibit these classes so long as they are open to all students and don’t promote ethnic resentment or solidarity. However, Arizona’s superintendent of public instruction, Tom Horne, says the basic theme of the Mexican-American studies program is that Latino students “were and continue to be victims of a racist American society driven by the interests of middle- and upper-class whites.”

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Tucson also offers courses especially for African-American and Native-American students. These classes obviously divide the student population by race, a practice we thought was not supposed to be tolerated anymore.

Greta Van Susteren interviewed former Tucson high-school teacher John A. Ward, who was removed from teaching the class for Mexican Americans and reassigned because he questioned the curriculum. For raising concerns, Ward was called a racist. And since he is of Mexican heritage, Ward was also called a vendido (Spanish for sellout).

{snip} Ward said the course {snip} focused solely on the history of the Aztec people, which is the group to which Mexican-American activists ascribe their lineage.

Others who have looked at the books used in these courses say they refer to Americans as “Anglos” or “Euroamericans” rather than as “Americans.” The books do not recognize the United States as a country, but claim Arizona is part of “Aztlan, Mexico” (even though the Aztecs never lived in what is now the United States).

{snip} Five chapters promoting Islam were inserted in a world history textbook that is authorized and recommended for seventh-grade students by the state of California.

This world history textbook, called “History Alive! The Medieval World and Beyond,” gives the history and beliefs of Islam lengthy and favorable treatment far above and beyond what is given to every other religion, according to Stephen Schwartz in The Weekly Standard (Aug. 9, 2010).

The textbook uses what he calls a “sanitized vocabulary” to conceal Muslim practices that are criminal in the United States. These include forced marriage, forced divorce, marriage to children, polygamy and punishments imposed by Shariah law, such as public beheadings, amputations, cruel floggings and stonings.

Muhammad is the only person in this world history textbook who rates an entire chapter. Jesus gets only one sentence {snip}.

The book gives an entirely positive account of Muhammad’s teachings, saying, for example, “He preached tolerance for Christians and Jews as fellow worshipers of the one true God.” It says nothing about Jesus’ teachings, but it does describe examples of Christian persecution of non-Christians.

This textbook tells students that the first year in the Muslim calendar is “the year of Muhammad’s hijrah” (his escape from Mecca to Medina in the year 622). The book doesn’t say from what event our Christian calendar dates, instead replacing A.D. with the trendy term “C.E.” (Common Era).

William J. Bennetta, editor of The Textbook Letter, published a detailed analysis of this book’s distortions, which he calls “pseudohistory.” Bennetta documents how it was influenced by a Muslim pressure group, the Council on Islamic Education, which boasts of successfully “collaborating” with “K-12 publishers” to present a benign view of Islam to impressionable American schoolchildren.

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