You won't believe what's intentionally left out from key U.S. date
Who perpetrated the terrorist attacks of Sept. 11, 2001 – a group of men merely fighting “for a cause,” or a band of radical Muslims bent on violent jihad?
According to a new, comprehensive study of 6th-12th grade textbooks used by schools across the country, America’s children are being taught a very different answer to that question than many alive to witness 9/11 remember.
The report, titled “Education or Indoctrination? The Treatment of Islam in 6th through 12th Grade American Textbooks,” compares what it found in the textbooks with 275 historical sources, listing 375 footnoted citations, to conclude that America’s textbooks are laced with “historical revisionism.”
“This report shines a bright light on a pattern of errors, omissions and bias in the textbooks reviewed,” explained ACT! for America Education founder Brigitte Gabriel in an email. “To give you just one example of the errors our research uncovered, in discussing the 9/11 attacks, the textbooks typically fail to mention the perpetrators were Muslims or that they acted in the cause of Islamic jihad. In one book the terrorists are portrayed as people fighting for a cause.
“In just a few years after Sept. 11,” she continues, “the history of what happened on that tragic day was rewritten in our school textbooks. Omitting this vital information, that jihad was the motivation for the attacks, makes it difficult, if not impossible, for today’s young teens, who don’t remember 9/11, to really understand what happened that day – and why.”
According to the executive summary of the report, “The full report reveals a pattern of historical revisionism, omissions and bias in the presentation of all aspects devoted to Islam in these textbooks. These aspects include its theology and doctrines, its role as a world religion, its ongoing struggle with Western tradition and its intrinsic anti-Semitism.”
The summary continues, “Textbook errors identified in the report range from egregiously false historical statements to significant omissions and subtle half-truths. Some are blatant and obvious, others are subtle and deceptive. The errors in these textbooks are not grammatical or typographical. They are substantive, significant and often repetitive.”
CONTINUED:http://www.wnd.com/2012/03/911-gets-pc-rewrite-in-u-s-textbooks/
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