When I ask my 10-year old-grandson, who moved with his father to Martinsburg, W.VA, about what he learns in school, this is the response I get: “I really don’t want to talk about it.”
When he comes to stay with us, I always feel led to teach him that many things he will see and learn in public school are NOT godly, nor is it what the Lord wants us to learn. I tell him to do well in his studies (he’s an A student) but always to keep it in the back of his mind that much of what he is learning is not true.
Then I show him what God says about the many false teachings by secular teachers. It’s not easy having these conversations with him, but I feel in my spirit that God is pleased when I speak Biblical truth to my grandson. I may be the only one in his life telling him TRUTH.
I researched Martinsburg, W.VA and found that they now have one of the largest populations of Muslims in the U.S. They also have a huge Islamic Community Center and one of the largest Mosques in America.
From dedicatedteacher.com (Curriculum used in W.VA schools)
These books are in the W.VA curriculum for grades 5-8
Arts and Culture in the Early Islamic World (eBook)
Arts and Culture Book <click to see book
The contribution to arts and culture by early Islamic empires is considerable. This book expires their great words of literature, as well as such artistic works as Arabesque art, calligraphy, mosques and tombs, palaces, weaving, textiles, metalware, potter, carving and molded plaster and glassware.
Trade and Commerce in the Early Islamic World (eBook)
Trade and Commerce Book <Click to see book
This important book shows how trade and commerce spread with the conquests made by the early Islamic empires. Key topics explored include: transportation by caravans, ships, and boats; monetary systems; famous explorers and traders; interactions with the East and West; economic principles; and coinage.
Science, Medicine and Math in the Early Islamic World
Science, Medicine and Math <click to see book
The scientific contribution of the early Islamic empires to science, medicine, and mathematics is considerable. This revealing book explores: their public hospitals, libraries, and universities; their achievements in mathematics and astronomy, and the pursuit of alchemy; Arabic numbers; optics; music and musical instruments; poetry; and education.
The Role of Religion in the Early Islamic World
The Role of Religion <click to see book
This informative book describes how the Muslim religion started, including the life of the Prophet Muhammad; the Hegira and Kaaba; caliphs; the split of the Sunni and Shi’a and the beliefs of both; Sufism; the Muslim calendar; key events that are remembered in Islam today; and the Hajj, or pilgrimage to Makkah. (emphasis added)
Islamizing the Schools: The Case of West Virginia
by Pamela Geller
This is an outrage, but it is common nationwide: The Daily Caller News Foundation reports that Mountain Ridge Middle School in West Virginia is “instructing junior high students to write the Islamic profession of faith ostensibly to practice calligraphy. Students are made to write out the Shahada, which states: “There is no god but Allah, and Muhammad is the messenger of Allah.”
This is exactly what I warned about in my book, Stop the Islamization of America: A Practical Guide to the Resistance.
In order to convert to Islam, one says the shahada. Saying the shahada makes you a Muslim. The shahada is what is on the black flag of jihad.
No non-Muslim student should be forced to write or say the shahada without the qualifier “Muslims believe that…” This is because it is a statement of faith. If the school exercise is requiring students to write it, it should be clear from the wording of the exercise that this is Islamic faith, not the student’s faith. That distinction has been glossed over in many, many school textbook presentations.
This is in West Virginia, not Baghdad. And it’s a problem not just in West Virginia – it’s a national problem. (emphasis added)
Rich Penkoski, the father of a Mountain Ridge student, contacted me and explained the situation further. He sent me the packets the school gave out for the Jewish and the Christian lessons, and commented:
Notice no Bible verses, no reciting the 10 commandments or the Lord’s prayer. No practicing writing in Hebrew (not even the 10 commandments) as compared to the Islamic packet.
There are no statements of faith, nothing asking the students to write it or practice in any of the Jewish or Christian rituals.
Furthermore, the principal of Mountain Ridge Middle School, Dr. Branch, has used my words against me by saying the teacher did tell the students about the Lord’s prayer (my daughter as well as 1 other said this is false) [.] He is using my arguments I made to him yesterday to protect the teacher.
The teacher today told the students the assignment was optional. My daughter as well as other students were under the impression all the packet assignments were mandatory (the Jewish one and the Christian ones were mandatory).
I wrote to Dr. Branch to share with him the resource that Miss Hinson used and point out that the material she gave the students did not include all the faith aspects for Christianity. The students received 2 pages for Christianity from this resource while all the Islamic sections were left intact.
Here’s the link for you to review. You will notice all the faith elements were left out for Judaism and Christianity while the Islamic section was left the way it’s presented.
So she decided to use the extra resources for Islam – and the school is saying that’s not indoctrination or proselytizing? The faith aspects and the same considerations were not given to the others as they were for Islam. This actually further proves my point that Islam was afforded special privilege over the others.
The school is backtracking and being deceptive to try and weasel out of this. The teacher today clarified things for the students, but that still does not excuse the fact that they are teaching the Islamic faith and asking the kids to participate in Sharia. Look at the Islamic packet again. They are asking the kids to write the beginning of Surahs. The teacher still has not corrected the error that calligraphy was started by the Arabs.
They are doubling down, and only after being called on it are they trying to backtrack.
Rich Penkoski is hardly the first to protest this egregious submission to the most vicious and brutal ideology on the face of the Earth. 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 had 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, CAIR is on the offensive (more here).
We have seen the increasing Islamization of the public-school curriculum. History lessons in Islam are dawah – proselytizing for Islam. Large public-school publishers have been bought by the Saudis.
In West Virginia, it gets even worse. Rich Penkoski has alerted me to the latest development in the forced Islamization of his children’s school curriculum: after the Daily Caller and Geller Report exposed what was happening, Mountain Ridge administrators and teachers began messaging parents who were sharing the story, asking them to remove their posts.
What do they have to hide? Apparently, a great deal.
Worse still, Penkoski is now being threatened by students who attend the school with his daughter. (And who is behind them? Unidentified “adult friends”).
He sent this message to me:
A student in the school threatened to get her adult friends to come to my home and kill me by stabbing me in the chest and ripping my organs out. They told my daughter, “We are gonna get some people and kill your dad.” This student, who is known to me but whom I cannot name because she is a minor, has given students our address and is encouraging them to come to my home over this whole thing. Another student told my daughter that she and the first student and her adult friends are going to kill me and carve a satanic star in my chest and rip out my organs.
They then threatened to hang my 3-year-old and 1-year-old and kidnap my 14-year-old.
All this in school today because of the articles.
This is not a joke and needs to be investigated. I have contacted the school’s principal, Dr. Branch, and I trust that he will take this matter seriously and deal with it appropriately.
Is the principal acting on this? And do the police have any interest in this? Or would that be “islamofauxbic”? source
During the reign of Obama, think back to how many horrific mass killings there were by Islamists. I believe that these people have ordered their “armies” to switch from violent jihad to political jihad. Don’t forget that Islam is not really a religion. It is a totalitarian political system which is bent on world domination. Imams cloaked in robes of religion give Islam a semblance of piety.
We are seeing this clearly in our Congress with Rashida Tlaib and Ilhan Omar. These are radical Muslims with a fiery hatred of Jews and Israel. Also, we must understand that Muslims do NOT assimilate. Their goal is to dominate! ALWAYS remember that.
Brethren, if your children are in public schools, I urge you to do whatever it takes to homeschool them or place them in a Christian (not Catholic) school. Our children’s minds are being assaulted on a daily basis to believe that Christianity is not truly the way to God.
Every morning, quote this Scripture to your children:
“Jesus said to him, “I am the way, the truth, and the life. No one comes to the Father except through Me” (John 14:6).
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