I have been fielding calls from distraught parents all week, reeling from the proselytizing for Islam in their children’s “social studies” or “world history” classes. They are not teaching the children “world history,” which would include Islam’s 1,400-year history of jihadi wars, land appropriations, cultural annihilations and enslavements, not to mention the extermination of the entire Jewish Banu Qurayza tribe of Arabia.

Instead, children are forced to recite the Shahada. (It’s an Islamic creed one says to convert to Islam.) Instead, they are forced to learn the five pillars of Islam.

This is an outrage, but expected and exactly what I warned of in my book, “Stop the Islamization of America: A Practical Guide to the Resistance,” in the chapter, “The Mosqueing of the Public Schools.”

One mother with whom I spoke told me that her 12-year-old son came home from school “depressed” and “sick.” Coming from a “good Christian home,” he was confused and “hurt” that he had to write and say the Muslim declaration of faith (the Shahada), and write it repeatedly. The mother was beside herself.

When Muslims force Christians to convert, they are forced to say the Shahada (the Muslim declaration of faith). The Arabic writing on the black flag of jihad (also known as the al-Qaida flag or ISIS flag) is the Shahada. This chant of supremacism and imperialism is being forced on American school kids.

Another mom told me that one of her son’s friends, who was raised as an atheist, said after these lessons that she began to think differently. So now the schools are converting children to Islam.

Here is what happened to one family. The mother writes:

I want to share my story with you and I hope that I can be a shining light of hope. About a month ago my daughter asked for my help with her homework. She is in 7th grade and usually does not ask me for help. She gave me her vocabulary words for social studies and simply asked me to type it for her. I started typing the first few words, and then I came to Quran, Mosque, Alms, Caliph, Jihad, Sunnis, Shiites. I instantly became alarmed and asked to see her social studies book. My husband and I spent the next 3 hours reading through her book and I have to tell you that my life changed on that day.

I kept my daughter home from school for the next two days and met with the principal. I attended my daughter’s class when she went back to school. Her assignments continued; draw detailed pictures of the 5 pillars of Islam and write a word collage of all that is good with Islam. We met with the teacher and principal together and questioned the curriculum.

We received the party-line responses of “state standards” and “Common Core” for every question we had. I was concerned with the nature of the material that was being taught in the classroom, and whether it was being presented in a truthful manner and that all aspects were told. This was not happening. Simply from viewing the table of contents, one can see that Islam is the dominant religious focus throughout the book. I was amazed upon further review of the book how they were able to slip Muslims into China, and how Spain is only referred to as Muslim Spain. The chapter on West African Civilization contains “The Growth of Islam in West Africa.” The teacher explained to me that they had discussed Christianity in the first two chapters, but when I reviewed them personally, I found that Jesus was mentioned once as a Jewish prophet in the first chapter and the second chapter briefly discussed the division within the Christian Church. Chapter 3 is dedicated completely to Islam and the story of Muhammad, with multiple quotes from the Quran throughout the chapter. The book even goes on to say, “Muhammad revealed the purest version of God’s truth” and that Muhammad is the final prophet of God’s truth with the most complete version of that truth.

As I mentioned, my life changed that day. That was Oct. 6, 2014. I began writing letters to the ACLU, all of my state and U.S. legislators, journalists, anyone who would listen to me. I contacted our school board, and I started daily postings on Facebook about what was happening. Through Facebook, I connected with a local parent who in turn connected me to a trustee on our school board. I met with that trustee last night. He is appointing me to our Material Review Committee for our school district, which oversees 50,000 students. He is also putting the book in question, Prentice Hall’s “Medieval and Early Modern Times,” published by Pearson Publishing, on the agenda to be reviewed.

Through my daily research I came to the Center for Public Education’s website at CenterForPublicEducation.com and found the following statement: “The Constitution uses 16 words – known as the ‘religion clauses’ – to create rules about how faith and government interact. One clause gives citizens the right to freely exercise religious convictions; the other prohibits government (including taxpayer-funded public schools) from establishing religion, meaning granting favorable treatment.”

I believe that the book in my daughter’s classroom is in direct violation to this clause as described above, and thus violates our First Amendment rights. This is the argument that I have presented to the ACLU; however, I have not had a response from them to date.

No surprise there.

The book in question was adopted to our district in 2007. They only keep books for about 7 years, so the timing will be perfect to have it removed. I am now on the Material Review Committee and will have a direct influence on the next book that is chosen to replace it.

Beyond having this book removed from my children’s school district, I hope to have this book removed from the California Department of Education’s list of approved materials. I will then seek to remove any other books of this biased nature from our school system in California and across the nation. By biased, I specifically mean that this book provides favorable treatment to the Islamic faith and does not provide the same treatment to Christianity or Judaism.

Over the last few weeks I have learned that this is a national issue of indoctrination of our children, and I want to be able to shed light on this issue nationally and locally. We need to:

1) Become aware and change the narrative in our schools
2) Become involved in our children’s education and understand exactly what is being taught to them and why.
3) Question curriculum when we feel that it is not presented in an unbiased manner.

I am just one parent in one school district in America, but if we each begin to stand up in our communities and take action to be the agents of change, we will be able to make a collective difference in our country.

I am in the process of developing a web page at ParentsUnitedForAmerica.com, and I have created a Facebook page under Parents United for America. I am hoping that we can connect and work toward the change we wish to see. Please join me, and together we will be the shining hope of light that America needs to restore our values and our beliefs in our education system.

This will be a long, hard battle. In the news this week was a Marine veteran who complained about his daughter being forced to learn about Islam. The school responded by banning him from school grounds.

This Marine, Kevin Wood, fought and risked his life for this country, and these left-wing tools ban him from school grounds while proselytizing for Islam (dawah)? The parents and the students should protest this school until the official responsible for this outrage is removed from office.

Wood is hardly the first to protest this egregious submission to the most vicious and brutal ideology on the face of the earth. Parents are fighting back as the schools seem to have forgotten who they are working for and what country they are in. This isn’t Iran or Saudi Arabia.

In Volusia County, Florida, hundreds protested Islamic lessons in their “World History” text, a Common Core-approved high-school history textbook.

With an entire chapter dedicated to the virtues of Islam, and not a single chapter for Christianity, the textbook has Floridians in a frenzy. And who is the biggest pusher of Common Core besides leftist progressives? The Islamic Society of North America, a Muslim Brotherhood front group, along with the Hamas-tied Council on American-Islamic Relations (CAIR). In Florida, Hamas-CAIR is on the offensive. (More here.)

And last week I published at my website, PamelaGeller.com, a report on a Massachusetts public school teaching the Shahada, the Muslim profession of faith. (“There is no god but Allah, and Muhammad is the messenger of Allah.”)

The Massachusetts public school textbook also celebrates Muhammad’s life. It most certainly does not celebrate Jesus’ life. The Daily Caller reported that “the school district superintendent has since penned a letter to parents assuring them that the congratulatory statements about Islam are merely part of the district’s history curriculum.”

“Congratulatory statements about Islam” are history? A full 1,400 years of jihadi wars, land appropriations, cultural annihilations and enslavements is Islamic history. Approximately 270 million victims of Islamic jihad is history.

This is in Massachusetts – home of the Boston Marathon jihad bombing.

But this is not just a Massachusetts’ problem. It’s a national problem.

We have seen the increasing Islamization of public-school curricula. History lessons in Islam are dawah – proselytizing for Islam. The Saudis have bought large public school publishers. Islamic supremacists have hijacked the Department of Education, the Gates Foundation, Pearson and other textbook publishing companies and the testing companies. They have also hijacked our public-school curricula and textbooks (i.e., Common Core).

Enough is enough. It’s time we fought back and reclaimed our schools.

http://www.wnd.com/2014/11/allah-in-u-s-public-school-classrooms/