Dec 13, 2012 No Comments ›› Dinah Tellya
Excerpted from WND: In the 70 percent of Texas public schools where a private curriculum has been installed, students are learning the “fact” that “Allah is the Almighty God,” charge critics of a new online curriculum that already is facing condemnation for its secrecy and restrictions on oversight.
The program, called CSCOPE, is a private venture operating under the umbrella of the Texas Education Service Center Curriculum Collaborative, whose incorporation documents state its independence from the State Board of Education of the Texas Education Agency.
Other reports previously have raised alarm over the curriculum’s depiction of the Boston Tea Party as a terrorist act on par with the 9/11 attack.
According to documentation that has leaked out, the program describes the Boston Tea Party this way: “A local militia, believed to be a terrorist organization, attacked the property of private citizens today at our nation’s busiest port. Although no one was injured in the attack, a large quantity of merchandise, considered to be valuable to its owners and loathsome to the perpetrators, was destroyed. The terrorists, dressed in disguise and apparently intoxicated, were able to escape into the night with the help of local citizens who harbor these fugitives and conceal their identities from the authorities. It is believed that the terrorist attack was a response to the policies enacted by the occupying country’s government. Even stronger policies are anticipated by the local citizens.”
There also have been reports that the curriculum – contrary to recent Supreme Court rulings – says the Second Amendment to the U.S. Constitution, the right to bear arms, is limited to state-run organizations.
“The collective right’s advocates believed that the Second Amendment did not apply to individuals; rather it recognized the right of a state to arm its militia. It recognized limited individual rights only when it was exercised by members of a functioning, organized militia while actively participating in the militia’s activities.”
Now come concerns about what critics describe as a definitively pro-Islam bias.
The critics say the studies border on proselytizing.
In one scenario, students are asked to study the tenets of Islam, and critics say the materials provided exceed impartial review of another faith, extending into requirements of conversion and moral imperatives.
A computer presentation utilized as part of a study of Islam includes information on how to convert, as well as verses denigrating other faiths.
According to excerpts, under the heading, “Who Is Allah?,” students are told:
“Allah is the Almighty God.”
“Allah alone is the Creator. He alone deserves our devout love and worship.”
Muhammad is described as having become “disillusioned with the corruption in the city and the growing gap between the urban dwellers and the Bedouins (nomadic herders).”
But there is no mention of his documented sex activities with a child or his penchant for beheading entire indigenous people groups.
CSCOPE’s geography curriculum also is being scrutinized.
A high school question on a geography test asks, “Which of the following has been a benefit of globalization?” Possible answers are as follows: a) pandemics, b) increased standard of living, c) loss of local culture, and finally, d) widespread environmental impacts.
The only “correct” answer accepted in the context of the test is “an increased standard of living.”
WND recently reported the Texas State Board of Education was hearing concerns expressed by parents.
The debate carries national significance because of the influence Texas has on textbook and curriculum publishers as the only state that adopts uniform standards.