Your Public School Is Teaching Your Kids To Be Suicide Martyrs
By de Andréa
Opinion Editorialist for
‘THE BOTTOM LINE’
Posted May 14, 2017
Of all the times I have strongly suggested that if you are sending your kids to public school to pull – them - out. Now it is no longer a suggestion…I am telling you. If you don’t pull them out and either home school them or send them to a private school you are gambling with their lives.
If you love your kids then this my friend is a must read.
First to show you just how we all have been lied to, manipulated, brainwashed and indoctrinated by nearly every department in the Federal Government as well as State governments and especially the Department of Education, well…you probably already knew that…but how about the home of Big Bird and The Cookie Monster. From birth your kids have been influenced by The Sesame Street puppets. Kermit. Miss Piggy etc. But PBS has a dark side. Remember it is a government organization supported partly by Taxpayers.
One of the outreach programs of PBS is to teach your kids the glory of Islamic terrorism and martyrdom.
The Public Broadcasting Service (PBS) is home to Big Bird, Frontline, and other “programing made possible by special interest foundations and viewers like you,” including lesson plans instructing teachers how to show kids to be more sympathetic to Islamic Jihadi suicide bombers which is intended to lead to…what!
“Dying to be a Martyr.” That’s the name of a lesson plan offered to students and teachers at no cost by the Public Broadcasting Service, a taxpayer-funded nonprofit, and some of the material encourages students to learn to sympathize with Islamic terrorists.
The “Dying to be a Martyr” lesson plan is offered through PBS’ LearningMedia website, “a media-on-demand service offering educators access to the best of public media and delivers research-based, classroom-ready digital learning experiences,” according to the PBS website.
The stated “objectives” for the lesson plan, which is designed for use by students in grades nine through 12, include analyzing “why the Middle East conflict began and continues today,” discussing “how religions can unite or divide people” and explaining “why individuals and groups sometimes turn to tactics of terrorism, and evaluate how terrorism affects the world we live in.”
I have viewed some of the programs about Islam on PBS, and trust me they haven’t the foggiest idea of what Islam is. They romanticize it and blame the Western Cultures for creating the problem. And If you don’t trust me then read and study the Quran and the Hadith for yourself. And stop allowing the Media to brainwash you!
I hope you clicked on the hyperlink of the Lesson Plan Above. In it you will find that in “Part 1” of the lesson it instructs teachers to use the provided materials to help explain the similarities and differences between Christianity, Islam and Judaism. Trust me, there are no similarities. Islam is incomparable with everything.
In “Part 2,” students are provided with material that is meant to show how the nation of Israel came into existence and to explain the source of the conflict between the people of Palestine and Israel. Students examine several important historical documents, including the Balfour Declaration and U.N. General Assembly Resolution 181.
The Problem here is that their ancient history of how the nation of Israel came into existence seams to go back to only 1914 and Israel has been a nation since 1486 BC, when they entered Canaan. Granted with many interruptions between then and 1947. And if that is not enough ignorance Palestine was never a nation at any time in history. Palestine is a fictional fabricated name created by the Romans after 70 AD when they destroyed Israel. No people called Palestinians ever existed until the 1960’s. They are Arabs that have no historical claim to anything except Mecca.
At the end of “Part 2,” teachers are instructed to ask students “to draw two faces that show emotions—one face for a Palestinian Muslim after seeing these documents, and one face for an Israeli Jew ... (For example, a student may draw a happy face for an Israeli Jew and an angry face for a Palestinian Muslim).”
It’s in “Part 3” the lesson plan takes a disturbing turn. First, students watch a video of 18-year-old Mohanned Abu Tayyoun, a Palestinian terrorist “who entered Israel carrying a bag of explosives with the intention of carrying out a suicide bombing.” Mohanned “wavered, however, and returned home without carrying out the mission.”
In the video, which is called by the lesson plan the “Martyrdom” video, Mohanned is interviewed from a jail cell in Israel, where he is asked why he wanted to be a suicide bomber.
Mohanned responds, “It was my decision. Martyrdom leads us to God. I don’t want this life. When you become a martyr, your prize for carrying out the operation is going to heaven. … We Palestinians prefer to die, just kill ourselves, rather than live this worthless life. Our lives are worthless. We are hollow bodies living a pointless life.”
“Israelis enjoy their life,” Mohanned continued. “They go out at night. They have cafes and nightclubs. They travel all over the world. They go to America and Britain. We can’t even leave Palestine.”
Teachers are then instructed, “Check for understanding by asking students to respond to the focus question. (Mohanned feels he would rather die and by a martyr than live his life, sees his life as hollow—in contrast he sees Israelis as happy, going out, having fun, traveling.) Ask your students why Mohanned may feel that way (Answers may include: Palestinians have less land, fewer privileges, cannot come and go as they please.)”
Nothing in the instructions tells teachers to denounce Mohanned’s claims or radical Islamic views in general.
The final section of “Part 3” has students watch another video interview of Muhammad, this time where explains why he didn’t go through with the act. Teachers are instructed after the video ends, “Ask your students to share their thoughts on why Mohanned didn’t carry out the plan. (Mohanned felt that not all Jews were guilty of being against him, and that God wanted him to continue to live.)” (Total Bunk)
In Part 4, students are asked to watch a third video interview of an Islamic terrorist. This time, the video includes a terrorist who actually was involved in a suicide bombing. According to the lesson plan, “this [video] is taken from an interview with 25-year-old Majdi Amer, who in March 2003 built a bomb and prepared a suicide bomber for a bus bombing in Haifa that killed 17 people and wounded 50.”
In the interview, Majdi is asked why he believes it’s acceptable to kill women and children, to which he explains, “If the Israelis kill a child in Gaza, I’m ready to kill one in Tel Aviv. If they destroy houses in Gaza, I’ll do it in Tel Aviv. If they give me security in my land, then there’s no problem.”
After students watch the interview, teachers are expected to ask students to explain “how Majdi and Mohanned’s opinions differ from one another, even though they are both Palestinians involved in suicide bombing plots. (Majdi feels that Islam calls for him to defend his land any way he can, he does not recognize the Jewish state, and he will kill an Israeli for every Palestinian killed.)
Mohanned did not see every Jew as an enemy, did not want to kill innocent people, felt that God wanted them to live.” (Total baloney Muhammad (the propnet) early on murdered 800 Jews in Medina shortly after being driven out of Mecca.) Read the Hadith.
Not only is this curricula fraught with ignorance and flat-out fabrications, but no instructions are provided telling teachers to denounce the radical claims made by Majdi, and there are no other lesson plans describing the conflict from the point of view of the Israelis. Typical of an Islamic Madrassah.
On the lesson plan’s website, under the “Credits” section, JP Morgan Chase, part of the eight criminal families of the International Central Banking Cartel and the Corporation for Public Broadcasting are listed as the sources of funding. CPB is funded by the U.S. federal government, and it was first created by an act of Congress in 1967, under the leadership of Communist Party President Lyndon Johnson.
Although it’s difficult to determine just how many teachers have used this lesson plan in their classrooms, it has been confirmed the lesson plan is listed in the New York State Education Department’s “Global History & Geography Online Resource Guide.” The lesson plan is used throughout California. Tami Goldstein, a public school teacher at John F. Kennedy High School in Silver Spring, Maryland, lists the lesson plan on a website for a course she teaches at the school titled “Modern World History.” (Modern history is mostly devoid of any truth. It is all being rewritten.)
At the end of March, the Christian Action Network sent a “Letter of Demand” to officials at the U.S. Department of Education, mandating the PBS LearningMedia website cease its “so-called educational material” covering topics related to Islam, which CAN said are “nothing more than indoctrinating students into Islamic religious beliefs, duties and actions.”
A review of the LearningMedia website by The Blaze found at least six lengthy lesson plans focused on teaching students about various aspects of Islam, including “The Five Pillars of Islam,” “The Haj: Journey to Mecca” and “Salat: Prayer in Muslim Life.” However, no similar lesson plans covering other religious groups—including Christianity, Judaism, Buddhism, Taoism or Hinduism—were discovered on the website. That’s because America is already on its downhill spiral to Hell. If we continue in our ignorance we will all be swept along and overwhelmed with this disease of Satan’s religion of Islam. It is nothing but a religion of death and destruction.
Even the so-called prophet Muhammad’s first reaction to his encounter with Satan was that he had been visited by a demonic spirit from Hell, rather than the Angel Gabriel as he was told. As a result, he tried to commit suicide. It turns out he was absolutely correct. Note: no one knows less about Islam than most people who identify as Muslim, hence the misrepresented so-called moderate Muslim.
THE BOTTOM LINE: This my friend, is why Donald trump is so adamant about “Draining the Swamp.” While we paid little attention, the whole country has become a swamp. And if we continue in our apathy, it will become a cesspool not unlike the Middle East.
Abraham Lincoln once said, “The philosophy of the classroom in one generation will be the philosophy of government in the next.” Pay close attention to what you children are being taught my friend.
Thanks for listening. Now go do the right thing and fight for freedom. And may God light your pathway to the truth.
- de Andréa
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