College Prep: Islamic Studies, California style

What do you do when your seventh grader tells you that he has to dress up like a Bedouin nomad to get an A in his Islamic Studies class? If you are Alicia Rodriguez, you just say no.

"From the beginning, you and your classmates will become Muslims," the simulation directions that went with the course promised. "During your journey, you will travel in caravans, enact generosity and hospitality, engage in trade, dress up as a desert nomad or Bedouin, eat authentic food from the Islamic world, build Islamic structures, produce poetry, create works of art, and race to be the first caravan to reach Makkah."

Actually, this is virtually the only course required in the California public school system that uses the name of God with any degree of reverence. At the same time, it is about the only religion that the California Department of Education requires for study in public schools.

"Dressing as a Muslim and trying to be involved will increase your learning and enjoyment," Sergio's Islamic Studies curriculum read. "Finally, trying your best in all tasks will guarantee you an excellent grade and a more enjoyable time."

Rodriguez, Sergio's mother, asked school administrators whether any of the Judeo Christian faiths, including her own, were offered for study. Her questions left administrators tongue-tied. Other religions were not offered for study, at least in that local school.

Rodriguez, a devout Catholic in the San Francisco bay area, found the syllabus troubling and the accompanying recital of Muslim accomplishments bizarre. While the course discusses the charity, piety, modesty and industry that many Americans have encountered in Muslims, the syllabus goes way over the top in describing the culture that grew out of societies that claim the religion.

"It was they who introduced rhythmic music, rhyming poetry, different courses at meals, and table manners," the Islam history read.

After Ms. Rodriguez met with the principal, she sat down with Sergio to discuss the class. Shortly thereafter, in that same class, the teacher asked the students to volunteer information on what they knew about Islam.

Sergio raised his hand and ticked off what some might regard as negative aspects associated with some Muslim countries, such as the circumcision of women. The teacher told Sergio to bring in information on those issues the next day so that they could read it in class.

The teacher took Sergio's material and read to his seventh grade class the gory details of the aforementioned operation. At the close of the reading, the teacher told the class, "Now, remember, this only happens in some Muslim countries." Ms. Rodriguez was appalled. "That it happens anywhere is shocking," she said.

Wendy Kelly, the vice-principal of Northstar, chose the curriculum, designed by Interaction Publishers of Lakeside, CA. When asked why the curricula contained no mention of the slavery that continues in Muslim countries such as Sudan to this day, Ms. Kelly replied, "Unfortunately, the state tells us what to teach."

An accomplished social studies teacher, Kelly chose the curriculum to comply with a state requirement that middle schools teach Islamic Studies to seventh graders. The standards, developed by the California Department of Education, expect 7th grade students to "analyze the geographic, political, economic, religious, and social structures of the civilizations of Islam in the Middle Ages."

To comply with these regulations, the State of California expects seventh graders to "discuss the expansion of Muslim rule through military conquests and treaties, emphasizing the cultural blending within Muslim civilization and the spread and acceptance of Islam and the Arabic language." The state regulations do not acknowledge that this blending could result from enslavement.

That same set of standards require California students to "study the early strengths and lasting contributions of Rome and its ultimate internal weaknesses."

The specific Roman weaknesses the CA Department of Education lists for examination include the rise of autonomous military powers within the empire, undermining of citizenship by the growth of corruption and slavery, lack of education and distribution of news." The Islamic Studies criteria contain no mention of slavery.

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CORRECTION TO THE ARTICLE:

What do you do when your seventh grader tells you that he has to dress up like a bloodthirsty primitive to get an A in his Islamic Propaganda class? If you are typical Democrat, you just say, "Sure, son. Can you not stand in front of the TV right now? I'm trying to watch Friends."

"From the beginning, you and your classmates will become worthless, whiney seventh-century savages," the simulation directions that went with the course promised. "During your journey, you will travel in western built vehicles you have no hope of understanding or maintaining, enact oppression and misogyny, engage in terrorism, dress up in a filthy nightshirt or a burlap bag, eat authentic camel hump from the turd world, build bombs, produce poverty, bloodshed and slavery, create works of falsehood, and race to be the first murderer to blow up little jewish children."

Actually, this is virtually the only course required in the California public school system that uses the name of God with any degree of reverence. At the same time, it is about the only satanic death cult that the California Department of Education requires for study in public schools.

"Dressing as a Muslim and trying to be involved will increase your degeneracy and hatred of America," Sergio's Islamic Studies curriculum read. "Finally, trying to be your most primitive, unproductive and violent in all tasks will guarantee you an excellent grade and a more ruthless time."

Rodriguez, Sergio's mother, asked school administrators whether any of the Judeo Christian faiths, including her own, were offered for study. Her questions left administrators tongue-tied, dumbfounded, hand-wringing and crap-panted. Other religions were not offered for study, at least in that local government re-education camp.

Rodriguez, a devout Catholic in the San Francisco bay area, found the syllabus troubling and the accompanying recital of Muslim lies bizarre. While the course discusses the filthy clothes, bad breath, fleas and box-cutters that many Americans have encountered in Muslims, the syllabus goes way over the top in deceptive embellishment about the neolithic culture that spawned from the festering sub-human societies that bubbled up from the bloodthirsty death cult.

"It was they who introduced rhythmic murder, slavery, sexual mutilation of little girls, rewards of virgins to rape in heaven, wiping of butts with the left hand, and table manners that strictly avoid the use of the left hand," the Islam history read.

After Ms. Rodriguez met with the principal, she sat down with Sergio to discuss the class. Shortly thereafter, in that same class, the teacher asked the students to volunteer information on what they knew about iSLAM.

Sergio raised his hand and ticked off what all reasonable folks recognize as negative aspects associated with all Muslim countries, such as the forced clitorectomies of innocent little girls and oppression of women. The teacher told Sergio to bring in information on those issues the next day so that they could read it in class.

The teacher took Sergio's material and read to his seventh grade class the gory details of the aforementioned operation. At the close of the reading, the teacher lied to the class, "Now, remember, this only happens in some Muslim countries." Ms. Rodriguez was appalled.

Wendy Kelly, the vice-principal of Northstar, chose the curriculum, designed by Propaganda Publishers of Hate America Inc. When asked why the curricula contained no mention of the slavery that continues in Muslim countries such as Sudan to this day, Ms. Kelly replied, "Unfortunately, the state propaganda minister tells us what to teach."

An accomplished social studies teacher, Kelly chose the curriculum to comply with a state requirement that middle schools teach Primitive Death Dult Studies to seventh graders. The standards, developed by the California Defartment of Re-Education, expect 7th grade students to "mindlessly acknowledge the geographic, political, economic, religious, and social structures of the civilizations of Islam in the primitive ages where their bloodthirsty stone-age mentality could compete."

To comply with these regulations, the State of California expects seventh graders to "accept the expansion of Muslim terorism and takeover of America through airline crashes and immigration, emphasizing the lawsuits and PR firms that will push the spread and acceptance of Islam and the downfall of freedom and religion in America." The state regulations hope that this acceptance could result in enslavement and blody forced conversin in our nce Christian nation.

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