IJII

The most widely used High School textbooks contain numerous instances of inaccurate, biased and outright propaganda. The urgency to combat this problem has increased due to its "stealth jihad" characteristics.

The errors fall into three main categories.

The first category is the Sanitizing of Islam, excellently documented by the American Textbook Council. (You can get their report on the Internet- American Textbook
Council.) One of the glaring examples is the following:
"Jihad has often been mistakenly translated as ‘holy war'. In fact, it's an inner struggle to achieve inner spiritual peace." The fact that scholars of Islamic law, both Muslim and non Muslim, define Jihad as the primary duty of every Muslim to spread the faith, is apparently, too harsh for the authors.

The continued, partially successful, attempt of pro Muslim, actually Anti Israel groups, to modify syllabi with a Muslim narrative, forms the second category.
Fortunately, the Institute for Curriculum Services investigated this problem and published a book, "The Trouble With Textbooks" by Tobin and Ybarra. This book and the Institute's subsequent activities, has resulted in some school districts changing their syllabi into a more balanced, and therefore more favorable to Israel, attitude.
Two examples of the Muslim narrative are: "Jerusalem has little or no connection to Judaism". The fact that Jerusalem is mentioned over 600 times in the Bible and never mentioned in the Koran, is immaterial to these propagandists.
Some pro Muslim groups advocated for the inhabitants of "ancient" Israel to be called "Hebrews" but definitely not "Jews". This is to deny the relationship of the present day Jewish inhabitants of Israel to "ancient" Israel (Judea-Samaria.).

I have concentrated my research in the third category which, unfortunately, is the least corrected by well intentioned teachers. It is the denigration of Western Civilization, and the Judeo- Christian principles. The United States is described as a neocolonialist, oppressive, repressive nation (look what they did to the American Indians, Chinese immigrants, Japanese internments, slavery, etc.). The fact that the Judeo- Christian principles were the guiding criteria for the United States Constitution, and form the accepted body of law in our American courts, is neglected.

It is this area, the seminal contribution of the Judeo-Christian principles, where our Jewish Day Schools and Yeshivas have failed to educate our students. Indeed, a Yeshiva friend of mine remarked that his principal suggested, "Don't go overboard about Thanksgiving."

Goodness! Thanksgiving, modeled after Succoth, is precisely where the Jewish and non Jewish student can see the positive effects of the Judeo-Christian principles in America!

What can our parents do?

Visit the classroom. Ensure that the teachers are pointing out that the United States has been the best system in the world for Jewish expression.

Arm yourself with the facts. (I will be glad to recommend a list of articles and books. You may contact me through info@jewishideas.org.)

Please remember-If our students consider America to be a neo-Colonialist, oppressive, repressive nation, then they can not and most certainly will not defend the country.
What does it mean to Israel? A weak, undefended America translates into a weakened Israel, ostracized and isolated in the world!

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