On January 8, 2018, Pamela Gellar, the author of, Stop the Islamization of America: A Practical Guide to the Resistance, posted a video from the Muslim Americans Political Awareness Conference on August 7, 1989. The video is of a presentation by Sharifa Alkhateeb, founder of the North American Council for Muslim Women, and a strong advocate of getting the story of Islam into America’s schools. She is often wrongly identified on the Internet and FaceBook posts as Cong. Rashida Tlaib. However, Alkhateeb died October 21, 2004.
In the video, she clearly discloses what should be the goal of Muslims of getting Islam into American education. Her presentation can be viewed below.
Sharifa Alkhateeb, August 7, 1989
If the date of this presentation is an earmark for Islam’s infiltration of America’s schools, then Muslims, under the guidance of the Muslim Brotherhood, have had a 30-year head start in bringing Islam to our children and grandchildren while we slept and largely ignored the threat.
Excerpts of Sharifa Alkhateeb’s speech:
Education is one of the most important areas Muslims have to address. Our final objective is create our Islamic systems not just for Muslims but for all other Americans.
Look at them (non-Muslim Americans) as potential Muslims—we have an obligation to convert them.
Making America Muslim—all Americans Muslim.
We must have short-range goals. We must be calculated about it.
Education is political—extremely political.
We’re not American, we’re Muslim.”
I brought my children up to think of themselves first, last and always as Muslims.
“I am not American, I am Muslim.”
We are in the process of developing Islamic education for our children, public schools and school systems that span the country.
We want non-Muslims to be signing up for them. Education is just one part of our agenda.
We must be involved at every level, the local level, county state, national, international level. How? As a distinct Islamic entity.
We will not be part of the great American melting pot. We do not want to melt into America. We want to go into American society with Islamic ideals and revamp their thinking. We want to turn them into Muslims.
Go to the schools [sic] board meetings, find out what they’re doing with your kids in the public schools. Find out what they are talking about, what their ideas are. You can become an office assistant, you can become a reading assistant, you can become an [sic] library assistant, and give/buy Islamic books or get them from organizations and give them to your local school library.
You should try, we should all be involved in developing Arabic language courses in the public schools because one way of introducing non-Muslims to Islam is to have [them] come and learn Arabic language courses. Don’t forget Classical Arabic is the Quranic Arabic, so when we say Arabic course we are talking about classical Arabic and our real agenda is Quranic Arabic and that’s a good way to introduce Islam to on-Muslims.
Islamic Curriculum Invades America’s Schools. The National Teacher Training Institute, created in 1989 as an outreach of New York’s thirteen WNET public television, produces teacher training and lesson videos for America’s public schools. In 2005, with funding from the U.S. Department of Education, it produced the video series, Access Islam and offers ten lesson plans for upper elementary and middle school students, starting in grades 4-8. All the glories and niceties of Islam that impressionable youth need to know are provided. The ten Lesson Plans include: Lesson 1, Religion and the First Amendment; Lesson 2, The Five Pillars of Islam; Lesson 3, Salat: Prayer in Muslim Life; Lesson 4, Ramadan Observance; Lesson 5, Qur’an: Sacred Scripture of Islam; Lesson 6, The Hajj: Journey to Mecca; Lesson 7, Scholarship and Learning in Islam; Lesson 8, Islam in America; Lesson 9, Women in Islam; Lesson 10, Art in the Muslim World. No corresponding lesson plan on the NTTI site on Christianity or Judaism could be found by this author.
William J. Bennetta (now deceased), the sole creator and president of The Textbook League, made it his mission in life to review textbooks being used in America’s schools. His reviews and criticisms were much appreciated and respected. In 2003, he took upon himself to review the Arab World Studies Notebook. He summarized his review in an e-mail letter of October 8, 2003, to a Stuart Elliot in Wichita, Kansas, who had enquired of his findings.
Writing an analysis of a patently fraudulent publication is the most demanding task of all, for this reason: Although one can see immediately that the publication is a hoax, one still must give an extraordinary amount of time to studying it and to demonstrating its deceitfulness in some detail.
. . . the “Notebook” is published jointly by the Middle East Policy Council and by “AWAIR: Arab World And Islamic Resources and School Services.”
. . . The Notebook is a vehicle for disseminating disinformation, including a multitude of false, distorted or utterly absurd claims that are presented as historical facts. I infer that the “Notebook” has three principal purposes: inducing teachers to embrace Islamic religious beliefs; inducing teachers to embrace political views that are favored by the MEPC and AWAIR; and impelling teachers to disseminate those religious beliefs . . . in schools.
CAIR Controls America’s Schools. The Council of American Islamic Relations (CAIR) has a stranglehold on America’s primary schools. One trait the majority of Muslims illustrate, that Christians typically do not, is aggressiveness. CAIR is demanding and forcing America’s school systems to cower to ever Islamic whim. If a school board member, educator, school administrator steps out of line, CAIR is quick to threaten a lawsuit. As a Muslim Brotherhood front group, they are sufficiently funded to cause havoc for small and medium size school districts.
A case in point. In November 2009, at one of Minnesota’s larger high schools, a white student reportedly wrote an essay for English class critical of the special treatment of Somali students. In the original report from WCCO (Minneapolis), “The white student was briefly suspended, but on Monday, he was attacked when a fight erupted between about 20 Somali and [four] white students.” Locally, it was reported that the blogging student was taken to the hospital and kept overnight for fear of bleeding on the brain.
Seven unidentified students were suspended. The essayist was suspended four days “for safety” reasons.
CAIR-MN was quick to respond, filing a harassment & discrimination complaint/suit against the school claiming Somali students at the school were subject to unfair treatment and repeated racial discrimination. The U.S. Department of Education and the U.S. Department of Justice also got involved. In April 2011, a “settlement” was reached with the high school and its administration. CAIR-MN reported, “The agreement calls on the school district to take steps such as issuing an anti-harassment statement, retaining a consultant to study and determine steps needed to effectively respond to harassment, reviewing and revising harassment-related policies and procedures, organizing staff trainings on reporting incidents of harassments, and submitting monitoring reports to federal agencies for the next three years.”
The Muslim Brotherhood and its affiliate CAIR are well on their way of establishing the radical Islamic agenda for America. As presented in the Muslim Brotherhood’s An Explanatory Memorandum of May 22, 1991, “The general strategic goal of the Group in America which was approved by the Shura Council and the Organizational Conference for the year [I987] is ‘Enablement of Islam in North America, meaning: establishing an effective and a stable Islamic Movement led by the Muslim Brotherhood which adopts Muslims’ causes domestically and globally, and which works to expand the observant Muslim base, aims at unifying and directing Muslims’ efforts, presents Islam as a civilization alternative, and supports the global Islamic State wherever it is.’”
According to the “Memo”, there are five stages to accomplishing the Islamization of America.
Settlement: “That Islam and its Movement become a part of the homeland it lives in.”
Establishment: “That Islam turns into firmly-rooted organizations on whose bases civilization, structure and testimony are built.”
Stability: “That Islam is stable in the land on which its people move.”
Enablement: “That Islam is enabled within the souls, minds and the lives of the people of the country in which it moves.”
Rooting: “That Islam is resident and not a passing thing, or rooted “entrenched” in the soil of the spot where it moves and not a strange plant to it.”
Islam, thanks to the millions of ignorant dhimmis (cooperative non-Muslims), has successfully infiltrated every aspect of American life.
How have they been so successful so quickly is illustrated in the fulfillment of another Muslim Brotherhood strategy, the “Civilization-Jihadist Process.”
The process of settlement is a “Civilization-Jihadist Process” with all the word means. The Ikhwan [the brethren] must understand that their work in America is a kind of grand Jihad in eliminating and destroying the Western civilization from within and “sabotaging” its miserable house by their hands and the hands of the believers so that it is eliminated and God’s religion is made victorious over all other religions. Without this level of understanding, we are not up to this challenge and have not prepared ourselves for Jihad yet. It is a Muslim’s destiny to perform Jihad and work wherever he is and wherever he lands until the final hour comes, and there is no escape from that destiny except for those who chose to slack. But, would the slackers and the Mujahedeen [Islamic guerilla fighters] be equal.
Without the willing cooperation of school boards, teachers, university board of regents, professors and churches throughout the country, it is clear that the objectives of the Muslim Brotherhood and its Islamic domination of America could not be established. America is freely feeding the monster that desires to devour us.
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