Tabitha Korol
COMMON COREruption (1st in a series)
By Tabitha Korol
In this eightieth anniversary of the "Nazification" of Germany's universities, Jewish presidents and professors eagerly joined others to introduce the new curriculum in our public schools and universities. This is not The Nazi Primer: Official Handbook for the Schooling of Youth (1936), but the new Common Core textbooks that omit essential data and provide indoctrinal narratives that devalue Israel, Judaism and Christianity in favor of Islam.
Michael Ramey authored "Common Core: The 'State-led' Myth," which revealed that the new instruction method for public schools and universities, designed to replace local and parental control over education with centralized, top-down control, was a plan of private groups, implemented through trade associations with "official-sounding names," very generously funded by the Title I funds for FY2012-2013 and The Gates Foundation. "States that did not commit to the program stood no chance of winning any of the grant money." This was an imposed, blind commitment, with no one seeing the drafts, or local testing over massive changes, as the United Kingdom's adoption of a similar system resulted in a drop in their international rating from seven to 17.
Further, Common Core is amassing a huge data mining system of over 400 personal facts about each student, K through 12, including fingerprints, health records, iris scans, DNA, blood type, religion, family income, disciplinary problems and much more. Why?
By not ensuring that our children receive an education based on truth, they are becoming dhimmies (non-Muslims under Muslim rule), the subservient jihadists of the next generation. If they are obstructed from seeking facts to evaluate both sides of an issue, they will never learn to engage in critical thinking. If they are taught whitewashed history, they will have no tools to evaluate the present and are doomed to become tomorrow's enemy of our people. Ignorance begets ignorance and eventual compliance to the more resolute forces.
An Albany, New York high school English teacher used a Common Core textbook for her students' assignment. They had to watch old Nazi propaganda films and justify to the Kommandant (portrayed by the teacher) why the Jews should be murdered.
A Brentwood, Tennessee teacher asked her students if it was acceptable for Palestinians to kill Jewish children, based upon Israel's occupation of "Palestine." From these questions alone, the children will deem it proper to murder Jews and Israelis under certain circumstances, will accept the narrative that Israel is the occupier when, in fact, the Palestinians' backgrounds verify their origins to be Egypt, Iraq, Syria, Yemen on Israeli soil. Israelis left Gaza in 2005, and the area is occupied and run by terrorist organizations Hamas and Hezbollah.
The students are learning to accept violence as an option, not the sanctity of life. They have not learned that Jews and Israelis have devoted their lives to accomplishing great things for humanity, earning a disproportionate number of Nobel prizes; that Israel is among the first to arrive at any emergency worldwide to administer medical help to the victims (as they did for Haiti, Japan, and the recent Boston bombing), and that physicians in Israel treat Palestinians equally to Israelis. They were not told that Israel has been the only Jewish homeland for 4,000 years, but that Muslims have 22 countries in land a thousand times larger, and are insidiously commanded to appropriate more.
Guided by their Koran, Muslims are willing to kill to acquire land from Jews and Christians; stomp and burn flags of our democracies; execute suicide bombings in Israel, America, and a host of other countries; burn churches filled with parishioners throughout Africa. Further, the perpetrators and sympathizers are "offended" when we know and speak the truth.
The textbook, "The Cultural Landscape, An Introduction to Human Geography, Ninth Edition, by James M. Rubenstein, cited by the Tennessee mother, is laden with blatant lies and serious omissions. A brief sampling follows:
Page 2 blames the world's problems on political conflicts, economic uncertainty, and environmental pollution, but ignores the Islamic terrorism, the absolute and irreversible hate and intolerance of others inherited from a prophet because he was rebuked by the peaceful polytheists, Jews, and Christians of Mecca and Medina.
Page 182 addresses China's execution or imprisonment of tens of thousands of Tibetans; their forced emigration of 100,000; Buddhist temples demolished or closed, and religious artifacts and scriptures destroyed. Omitted are the Muslim destruction of 270 million people over 1400 years; their past and current burnings, beheadings, amputations, and enslavement of people of Asia, Africa, Europe, and the Americas; the subjugation, shrouding, stonings, confinement, and genital mutilation of women; their prohibitions against women in a court of law, in employment, in education, and in receiving medical attention; or forced prepubescent marriages.
Page 185 speaks to the core of Islamic belief, represented by the (itemized) Five Pillars of Faith, and the foundation of Buddhism, represented by the (itemized) Four Noble Truths, but the Ten Commandments of Judaism and Christianity are absent as are the ideologies of Hinduism, Confucianism, Daoism, Shintoism and Christianity.
Page 189 references Jews as the "chosen people," suggesting the idea of exclusivity or elitism, an attempt at slander, rather than the explanation of the Jews' dedication to their Torah – choosing a life of morality and justice over the dishonesty and decadence of their environs.
The textbook excludes the 4,000 years of Jewish presence in the land of Israel, once called Palestine by the Romans, and the historic ties of Jews with Judea, where there are still many cities with Biblical names among the Arab localities. Where two spellings are given for Mecca/Makkah and Medina/Madinah, on page 190, Jerusalem/Yerushelayim, the Jewish capital for three millennia since the days of David, is absent – an intentional oversight to deny history.
Page 191 addresses Muhammad's suffering persecution, failing to note that his own people eschewed his religious convictions. Omitted are the ethnic cleansing, betrayal and genocide that Muhammad executed on the 2000-year-old Jewish communities of Mecca and Medina, beheading the men and pubescent boys, sexually enslaving the women and children, plundering their properties, and banishment, all without Jewish provocation. The self-declared prophet's motives of greed for their wealth (items of art and artisanship) and lust for their women remained concealed.
Page 193, entitled Diffusion of Islam, teaches that Muslim armies "extended" the region of Muslim control over a vast area of Africa, Asia, Europe, not that it was brutal force – slaughter, rape and forced marriages to multiple wives to create more jihadists. Neither is this noted in the ethnic-cleansing section, beginning on page 243, which refers to Yugoslavia, Bosnia, Kosovo, the Balkans, and Central Africa. The ethnic cleansing of Jews from the Arab countries – numbering more than the displaced "Palestinians" from the Arab war of 1948 against the new Jewish State – is politically absent.
Page 196 deliberately states a negative, that most Jews have not lived in their original geographic area, rather than the positive, that there has always been a Jewish presence in their Middle East place of origin.
Page 196 devotes one brief paragraph each to ghettoized Jews and Jews shipped to Nazi concentration camps..."about four million died in the camps and two million in other ways." The term "concentration" needs an honest definition in keeping with the Germans' detailed documentation of six million who were tortured and murdered (including 1.5 million children). Jews did not die from concentrating or coming together or as casualties of a war that ravaged Europe, but were methodically destroyed by torture, slave labor, disease, starvation, and horrific medical experiments, or as entire villages were rounded up for execution in pits. Five thousand Jewish communities were obliterated; two-thirds of European Jewry and one-third of the world's Jewry were slain in Germany's deliberate attempt to annihilate the entire Jewish population under Hitler's "Final Solution." This offensive, intentional omission fulfills the propagandist's Holocaust denial. And among Hitler's most infamous and dedicated supporters was the Grand Mufti of Jerusalem, who carried forth the Hitlerian hatred to present day.
Page 197 cites the cities associated with Muhammad's life, using the expression "After he defeated . . .," an innocuous term. "Defeated" suggests this was in defense of invasion, which was not the case. The textbook rejects accurate terminology and dodges the Muslim attacks, violence, plunders, murders and conquests.
In the Islamic custom/tradition of destroying other cultures' antiquities, the textbook aids Islam's revisionism and usurpation by mentioning no Judaic holy places, whereas some other cultures' holy sites are revealed. Jerusalem is the holiest city in Judaism, the Jewish spiritual center since the 10th century BCE – along with Hebron, Tiberias, and Safed. Christian sites were also snubbed, such as the Church of the Holy Sepulchre in Jerusalem, and many Buddhist holy sites now covered over by Muslim mosques.
Page 202 mentions Muslim mosque designs, Christian churches and church architecture, Hindu temples, Buddhist and Shinto Pagodas, Baha'i Temples, but not the various Jewish synagogue creations that reflected the architecture of their host cultures over the centuries.
On page 212, the author opines that the ultimate obstacle to comprehensive peace in the Middle East is the status of Jerusalem (indoctrination), and that one religion should not maintain exclusive political control over Jerusalem (bias). However, inasmuch as Jerusalem was already a settlement, Salem, founded and named by the Jews in Abraham's day (4,000 years ago), became a city of prominence under the Jews, was included in the original Mandate of the United Nations, then the Jewish people maintain that it should remain in their own hands. Israel's democracy permits visitors to Jerusalem just as America's democracy permits visitors to Washington, DC. Page 214 passively indicates that the holy Muslim structures sit atop the holy Jewish structure, never explaining the construction as Islam's show of conquest and eradication. The text states, "For hundreds of years, Jews were allowed to visit the site only once a year," without clarifying that the "Jews were prohibited from visiting except once a year."
The author also disregarded the high price that Jews paid for uncultivated land, the sand dunes and swamps that they later developed into orange groves and eucalyptus trees (Hope Simpson Report, 1930). History has preserved quotations from Arabs to the Peel Commission (1935) and to the French Prime Minister (1936), admitting that this area had been owned by Syria (Palestinians were non-existent until 1967), and that the Jews brought prosperity to the land without damage or force from which all could have prospered.
Finally, for the purpose of closing this essay, an entire page was devoted to the Jerusalem barrier with no mention of the multitude or purpose of barriers, walls, barricades and fences worldwide, such as China's Great Wall, the countless separations in the United Kingdom and mainland Europe, and those erected between warring Islamic nations. Surely, worthy of mention are the walls that are thicker, higher, sturdier, some electrified, than the Jerusalem barrier, the latest and most prestigious being a 1116-mile-long edifice between Saudi Arabia and Yemen.
It would seem, from these citations alone, that this book serves to indoctrinate rather than educate; the Common Core Standards are a disgrace to our nation and should be replaced. We do our children a great disservice by limiting their knowledge in obedience to a theocratic ideology. This is only one of many jihad weapons implemented to defeat Israel and the United States of America. Our schools should be restoring our children's knowledge and pride in the founding principles of our nation, and how to recognize and defeat the onslaught of the civilizational tyranny that aims to destroy us.
A more detailed report of the Cultural Landscape is available upon request.
© Tabitha Korol
July 11, 2013
In this eightieth anniversary of the "Nazification" of Germany's universities, Jewish presidents and professors eagerly joined others to introduce the new curriculum in our public schools and universities. This is not The Nazi Primer: Official Handbook for the Schooling of Youth (1936), but the new Common Core textbooks that omit essential data and provide indoctrinal narratives that devalue Israel, Judaism and Christianity in favor of Islam.
Michael Ramey authored "Common Core: The 'State-led' Myth," which revealed that the new instruction method for public schools and universities, designed to replace local and parental control over education with centralized, top-down control, was a plan of private groups, implemented through trade associations with "official-sounding names," very generously funded by the Title I funds for FY2012-2013 and The Gates Foundation. "States that did not commit to the program stood no chance of winning any of the grant money." This was an imposed, blind commitment, with no one seeing the drafts, or local testing over massive changes, as the United Kingdom's adoption of a similar system resulted in a drop in their international rating from seven to 17.
Further, Common Core is amassing a huge data mining system of over 400 personal facts about each student, K through 12, including fingerprints, health records, iris scans, DNA, blood type, religion, family income, disciplinary problems and much more. Why?
By not ensuring that our children receive an education based on truth, they are becoming dhimmies (non-Muslims under Muslim rule), the subservient jihadists of the next generation. If they are obstructed from seeking facts to evaluate both sides of an issue, they will never learn to engage in critical thinking. If they are taught whitewashed history, they will have no tools to evaluate the present and are doomed to become tomorrow's enemy of our people. Ignorance begets ignorance and eventual compliance to the more resolute forces.
An Albany, New York high school English teacher used a Common Core textbook for her students' assignment. They had to watch old Nazi propaganda films and justify to the Kommandant (portrayed by the teacher) why the Jews should be murdered.
A Brentwood, Tennessee teacher asked her students if it was acceptable for Palestinians to kill Jewish children, based upon Israel's occupation of "Palestine." From these questions alone, the children will deem it proper to murder Jews and Israelis under certain circumstances, will accept the narrative that Israel is the occupier when, in fact, the Palestinians' backgrounds verify their origins to be Egypt, Iraq, Syria, Yemen on Israeli soil. Israelis left Gaza in 2005, and the area is occupied and run by terrorist organizations Hamas and Hezbollah.
The students are learning to accept violence as an option, not the sanctity of life. They have not learned that Jews and Israelis have devoted their lives to accomplishing great things for humanity, earning a disproportionate number of Nobel prizes; that Israel is among the first to arrive at any emergency worldwide to administer medical help to the victims (as they did for Haiti, Japan, and the recent Boston bombing), and that physicians in Israel treat Palestinians equally to Israelis. They were not told that Israel has been the only Jewish homeland for 4,000 years, but that Muslims have 22 countries in land a thousand times larger, and are insidiously commanded to appropriate more.
Guided by their Koran, Muslims are willing to kill to acquire land from Jews and Christians; stomp and burn flags of our democracies; execute suicide bombings in Israel, America, and a host of other countries; burn churches filled with parishioners throughout Africa. Further, the perpetrators and sympathizers are "offended" when we know and speak the truth.
The textbook, "The Cultural Landscape, An Introduction to Human Geography, Ninth Edition, by James M. Rubenstein, cited by the Tennessee mother, is laden with blatant lies and serious omissions. A brief sampling follows:
Page 2 blames the world's problems on political conflicts, economic uncertainty, and environmental pollution, but ignores the Islamic terrorism, the absolute and irreversible hate and intolerance of others inherited from a prophet because he was rebuked by the peaceful polytheists, Jews, and Christians of Mecca and Medina.
Page 182 addresses China's execution or imprisonment of tens of thousands of Tibetans; their forced emigration of 100,000; Buddhist temples demolished or closed, and religious artifacts and scriptures destroyed. Omitted are the Muslim destruction of 270 million people over 1400 years; their past and current burnings, beheadings, amputations, and enslavement of people of Asia, Africa, Europe, and the Americas; the subjugation, shrouding, stonings, confinement, and genital mutilation of women; their prohibitions against women in a court of law, in employment, in education, and in receiving medical attention; or forced prepubescent marriages.
Page 185 speaks to the core of Islamic belief, represented by the (itemized) Five Pillars of Faith, and the foundation of Buddhism, represented by the (itemized) Four Noble Truths, but the Ten Commandments of Judaism and Christianity are absent as are the ideologies of Hinduism, Confucianism, Daoism, Shintoism and Christianity.
Page 189 references Jews as the "chosen people," suggesting the idea of exclusivity or elitism, an attempt at slander, rather than the explanation of the Jews' dedication to their Torah – choosing a life of morality and justice over the dishonesty and decadence of their environs.
The textbook excludes the 4,000 years of Jewish presence in the land of Israel, once called Palestine by the Romans, and the historic ties of Jews with Judea, where there are still many cities with Biblical names among the Arab localities. Where two spellings are given for Mecca/Makkah and Medina/Madinah, on page 190, Jerusalem/Yerushelayim, the Jewish capital for three millennia since the days of David, is absent – an intentional oversight to deny history.
Page 191 addresses Muhammad's suffering persecution, failing to note that his own people eschewed his religious convictions. Omitted are the ethnic cleansing, betrayal and genocide that Muhammad executed on the 2000-year-old Jewish communities of Mecca and Medina, beheading the men and pubescent boys, sexually enslaving the women and children, plundering their properties, and banishment, all without Jewish provocation. The self-declared prophet's motives of greed for their wealth (items of art and artisanship) and lust for their women remained concealed.
Page 193, entitled Diffusion of Islam, teaches that Muslim armies "extended" the region of Muslim control over a vast area of Africa, Asia, Europe, not that it was brutal force – slaughter, rape and forced marriages to multiple wives to create more jihadists. Neither is this noted in the ethnic-cleansing section, beginning on page 243, which refers to Yugoslavia, Bosnia, Kosovo, the Balkans, and Central Africa. The ethnic cleansing of Jews from the Arab countries – numbering more than the displaced "Palestinians" from the Arab war of 1948 against the new Jewish State – is politically absent.
Page 196 deliberately states a negative, that most Jews have not lived in their original geographic area, rather than the positive, that there has always been a Jewish presence in their Middle East place of origin.
Page 196 devotes one brief paragraph each to ghettoized Jews and Jews shipped to Nazi concentration camps..."about four million died in the camps and two million in other ways." The term "concentration" needs an honest definition in keeping with the Germans' detailed documentation of six million who were tortured and murdered (including 1.5 million children). Jews did not die from concentrating or coming together or as casualties of a war that ravaged Europe, but were methodically destroyed by torture, slave labor, disease, starvation, and horrific medical experiments, or as entire villages were rounded up for execution in pits. Five thousand Jewish communities were obliterated; two-thirds of European Jewry and one-third of the world's Jewry were slain in Germany's deliberate attempt to annihilate the entire Jewish population under Hitler's "Final Solution." This offensive, intentional omission fulfills the propagandist's Holocaust denial. And among Hitler's most infamous and dedicated supporters was the Grand Mufti of Jerusalem, who carried forth the Hitlerian hatred to present day.
Page 197 cites the cities associated with Muhammad's life, using the expression "After he defeated . . .," an innocuous term. "Defeated" suggests this was in defense of invasion, which was not the case. The textbook rejects accurate terminology and dodges the Muslim attacks, violence, plunders, murders and conquests.
In the Islamic custom/tradition of destroying other cultures' antiquities, the textbook aids Islam's revisionism and usurpation by mentioning no Judaic holy places, whereas some other cultures' holy sites are revealed. Jerusalem is the holiest city in Judaism, the Jewish spiritual center since the 10th century BCE – along with Hebron, Tiberias, and Safed. Christian sites were also snubbed, such as the Church of the Holy Sepulchre in Jerusalem, and many Buddhist holy sites now covered over by Muslim mosques.
Page 202 mentions Muslim mosque designs, Christian churches and church architecture, Hindu temples, Buddhist and Shinto Pagodas, Baha'i Temples, but not the various Jewish synagogue creations that reflected the architecture of their host cultures over the centuries.
On page 212, the author opines that the ultimate obstacle to comprehensive peace in the Middle East is the status of Jerusalem (indoctrination), and that one religion should not maintain exclusive political control over Jerusalem (bias). However, inasmuch as Jerusalem was already a settlement, Salem, founded and named by the Jews in Abraham's day (4,000 years ago), became a city of prominence under the Jews, was included in the original Mandate of the United Nations, then the Jewish people maintain that it should remain in their own hands. Israel's democracy permits visitors to Jerusalem just as America's democracy permits visitors to Washington, DC. Page 214 passively indicates that the holy Muslim structures sit atop the holy Jewish structure, never explaining the construction as Islam's show of conquest and eradication. The text states, "For hundreds of years, Jews were allowed to visit the site only once a year," without clarifying that the "Jews were prohibited from visiting except once a year."
The author also disregarded the high price that Jews paid for uncultivated land, the sand dunes and swamps that they later developed into orange groves and eucalyptus trees (Hope Simpson Report, 1930). History has preserved quotations from Arabs to the Peel Commission (1935) and to the French Prime Minister (1936), admitting that this area had been owned by Syria (Palestinians were non-existent until 1967), and that the Jews brought prosperity to the land without damage or force from which all could have prospered.
Finally, for the purpose of closing this essay, an entire page was devoted to the Jerusalem barrier with no mention of the multitude or purpose of barriers, walls, barricades and fences worldwide, such as China's Great Wall, the countless separations in the United Kingdom and mainland Europe, and those erected between warring Islamic nations. Surely, worthy of mention are the walls that are thicker, higher, sturdier, some electrified, than the Jerusalem barrier, the latest and most prestigious being a 1116-mile-long edifice between Saudi Arabia and Yemen.
It would seem, from these citations alone, that this book serves to indoctrinate rather than educate; the Common Core Standards are a disgrace to our nation and should be replaced. We do our children a great disservice by limiting their knowledge in obedience to a theocratic ideology. This is only one of many jihad weapons implemented to defeat Israel and the United States of America. Our schools should be restoring our children's knowledge and pride in the founding principles of our nation, and how to recognize and defeat the onslaught of the civilizational tyranny that aims to destroy us.
A more detailed report of the Cultural Landscape is available upon request.
© Tabitha Korol
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