Not that this is a surprise to anyone who has a child in public school and has been paying attention, but it is commendable that the American Textbook Council is focusing so sharply on the problem.
Click HERE for a PDF version of the report from the American Textbook Council.
History textbooks promoting Islam
New report says Muslim activists ‘succeeding’ in expunging criticism
Posted: May 10, 2008
By Bob Unruh
WorldNetDaily
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.”
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