McDougal Littell’s World History: Patterns of Interactions ©2008 is a blueprint for Islamization of Knowledge in America. Islamization of Knowledge is an actual topic discussed on a graduate level in Islam in the western world. In a nutshell, Islamization of Knowledge has to do with rewriting history and events so they make Islam look good. McDougal-Littell’s textbook which is used in many school districts in New York State, has many lies and half-truths in it that were written for the purpose of Islamizing 9th and 10th graders understanding of history. Most of this is neatly packaged into about 20 Pages on The Muslim World.
McDougal-Littell’s World History which is the current textbook for all 9th and 10th grade students in many school districts, taking either Global Studies I or II is filled with Islamic indoctrination, historical lies, distortions of history and omissions of fact which misinform the students about historical truth regarding Chapter 10: The Muslim World.
Excerpts from the text will be given then reason(s) will be given as to why the text is bad for students in any School District primarily through the usage of Islamic histories. Multiple reasons may be given as to why a passage is bad. Classification of the problem with the text and historical references follow to prove how this textbook is unreliable and errant.
Mecca During the holy months, caravans stopped in Mecca, a city in western Arabia. They brought religious pilgrims who came to worship at an ancient shrine called the Ka’aba (KAH-buh). The Arabs associated this house of worship with Abraham, a Hebrew prophet and believer in one God. Over the years, they had introduced the worship of many gods and spirits to the place. The Ka’aba contained over 360 idols brought by many tribes.
The concept of belief in one God, called Allah (AL-uh) was known on the Arabian peninsula. Many Christians and Jews lived there and practiced monotheism. Into this mixed religious environment of Mecca, around AD 570, Muhammad was born.
Reason 1: (Textbook lies to students)
This passage not only tells lies, it is a perfect example of how the Islamization of knowledge effects historical truth.
Historically, the Ka’aba was a place of polytheistic worship. It is thought that it possibly was a Hindu temple at one time devoted to Hindu god Shiva. It is also possible that the term Ka’aba would likely come from the Tamil language from India. In Tamil, Nadu Kabaalishwaran temple is Lord Shiva’s temple and Kabaali refers to Lord Shiva. Further evidence of this can be found in artifacts discovered in the Ka’aba.
Meccans were known for the acceptance of different gods and religions. The concept of Abraham being at Mecca was taught by Muhammad and one of his contemporaries, Zayd ibn Amr. The concept of monotheism was not a norm in Mecca.
The teaching of this concept is purposeful distortion of history of the Arabian Peninsula. It serves no purpose other than to lie for the promotion of Islamic concepts.
Before his stated meeting with the angel Gabriel, Muhammad was also present at the rebuilding of the Ka’aba where he also served the gods of his clan naming his first son after one. According to Ishaq’s biography of Muhammad which is utilized as part of the Sira, some of the stones in the Ka’aba were placed there by Muhammad when it had a need to be rebuilt after a flood.
Reason 2: (Textbook lies to students)
While Judaism was known to exist and its practice of monotheism tolerated by the Arabs around them, it was far from a dominant and well known belief. Monotheism was not practiced by those who used the Ka’aba for rituals. Only a few Jews and Christians lived in Mecca during this time. The Arabs called this belief Hanifya and called those who practiced monotheism Hanifs.
At about the age of 40, Muhammad’s life was changed overnight when a voice called to him while he meditated in a cave outside Mecca. According to Muslim belief, that of the angel Gabriel, who told Muhammad that he was the messenger of Allah.
Reason 3: (Textbook distorts truth to students)
Muhammad’s first son died. The death of a child is often unbearable for a parent. Muhammad had called on his gods to save their child. But the child still died. It was during his mourning of the death that Muhammad had his first encounter with an angel. At the time Muhammad thought he was going insane or he was being pursued by Jinn, demons. It was only after his first wife Khadijah insisted he was not insane and that he was indeed visited by an angel, that Muhammad believed he was sane.
Around the fifteenth year of their marriage, towards the end of Ramadan, when he was forty and Khadijah fifty-five, Muhammad suddenly appeared at their house in the middle of the night, trembling with fear and saying, “Cover me up, cover me up!”
Khadijah was very alarmed to see him in such a state. Quickly she wrapped a blanket around his shoulders and, when he had calmed down, she asked him to describe exactly what had happened. He told her how a being whom he had never seen before – in fact it was the angel Jibreel – had suddenly appeared to him and had said, “Read!”
“But I cannot read,” he had replied, for he was unlettered and could neither read nor write. “Read!” the angel had repeated, clasping Muhammad close to his chest. “I cannot read,” he had repeated. “Read!” the angel had repeated, firmly embracing him yet again. “What shall I read?” he had asked in desperation, and the angel had replied:
“Read, in the Name of your Lord who created, created man from a clot, Read, and your Lord is the Most Gracious, Who taught with the pen, taught man what he did not know.” (Qur’an 96:1-5) 
The Hijrah After some of his followers had been attacked, Muhammad decided to leave Mecca in 622.Following a small band of supporters he sent ahead. Muhammad moved to Yathrib, over 200 miles north of Mecca.
Reason 4: (Textbook distorts truth through omission of facts to students)
Not stated here were the many followers who escaped persecution by fleeing to Libya. These attacks were not just physical. They were economical. Meccans boycotted Muhammad and his followers, making it difficult to obtain needed food and goods. Muhammad himself fled the Meccans.
Reason 5: (Textbook distorts truth through omission of facts to students)
Also not stated is that until Muhammad’s uncle died, he was protected. It is the only reason Muhammad felt safe in Mecca so long. Muhammad’s uncle was influential and well known. Attacking him would not be good for anyone.
Reason 6: (Textbook distorts truth through omission of facts to students)
Muhammad only accumulated 150 followers at most by the time he left for Yathrib (Medina). The 150 feared for their safety in Mecca and left. The majority went to Yathrib. Muhammad was the last to leave for Yathrib. According to Islam, this is when Islam starts. It did not start when Muhammad first had visions, not when he first believed he was Allah’s messenger, nor when he started to preach. Islam counts the beginning of its faith when Muhammad begins to rule as a political entity. This is important to understand as it explains why there is no division between government and faith in Islam. It also explains the importance of sharia in the Islamic community.
In Medina Muhammad displayed impressive leadership skills. He fashioned an agreement that joined his own people with the Arabs and Jews of Medina. These groups accepted Muhammad as a political leader. As a religious leader he drew many more converts who found his message appealing. Finally, Muhammad also became a military leader in the growing hostilities between Mecca and Medina.
Reason 7: (Textbook distorts truth through omission of facts to students)
Muhammad’s followers grew after he started razzias (raids on caravans) while he was in Medina. When the raids brought in money they stopped being dependent on their Medina counterparts and began to grow in number.
Reason 8: (Textbook distorts truth through omission of facts to students)
Muhammad attacked the Qurayaza Jews during this time. After they surrendered, he personally ordered the execution of over 400-900 men and boys who had just entered puberty. This was an order for the death of all the remaining males puberty age and older. He then gave the women and children as booty, meaning they were to be slaves.
Reason 9: (Textbook distorts truth through omission of facts to students)
The growing hostilities between Mecca and Medina were because Muhammad was raiding caravans that went to Mecca
Retuning to Mecca In 630, the Prophet and 10,000 of his followers marched to the outskirts of Mecca. Facing sure defeat, Mecca’s leaders surrendered. The Prophet entered the city in triumph. He destroyed the idols in the Ka’aba and had the call to prayer made from its roof.
Reason 10: (Problem of Prejudice)
Using the term “the Prophet” not once but twice confers on Muhammad that he is a prophet. Persons who are not Muslim will find this offensive. This textbook does not refer to Jesus as the Messiah alone nor does it call him Christ. Thus this is an example of prejudicial treatment in preference of Islam.
Reason 11: (Textbook distorts truth through omission of facts to students)
Yes, Muhammad brought an army of 10,000 men to the outskirts of Mecca. He had them at night light a fire for each man hinting that his army was much vaster than thought. He then sent his uncle Abbas to the Meccans to share his intentions to wipe them out or they could surrender. Abbas captured Abu Sufyan, the chieftan of Mecca. As Muhammad’s captive he was threatened with beheading or conversion before he surrendered Mecca.
Muhammad repeated his question from the night before: “is it not time for you to know that I am the Messenger of God?”
Abu Sufyan said, “I’m still having trouble with that.”
This angered Abbas: “Woe onto you, accept Islam! Bear witness that there is no god but God and that Muhammad is the messenger of God, before your head is cut off!”
Abu Sufyan converted under duress and later returned to Mecca informing the people that Muhammad had sworn not to kill anyone who shut themselves in their homes.
Muhammad gave orders to only attack those who resisted then gave out the names of 10 men to be killed on sight. After the city was safe for him, Muhammad entered triumphantly.
…he [Muhammad] had taken great strides towards unifying the entire Arabian Peninsula under Islam.
Reason 12: (Textbook distorts truth through omission of facts to students)
This unification was done through jihad. The stories of Muhammad conquering are in the Koran, the Hadith and the Sira. Conversions being forced, slaughters and slave taking are considered normal activities under Jihad.
The rock on the site is the spot from which Muslims say Muhammad ascended to heaven to learn Allah’s will. With Allah’s blessing, Muhammad returned to earth to bring God’s message to all people.
Reason 13: (Textbook distorts truth through omission of facts to students)
Not stated here is that the ascension referred to in this passage occurred in a dream of Muhammad where he rode a mythical creature. This is important essential knowledge on this topic. It explains why non-Muslim people state that the Muslims cannot know the exact site in someone else’s dream. Also not stated, is that at the time of this dream he claimed to visit Solomon’s Temple. At the time of Muhammad’s dream a church had been built on the spot and remained there until it was destroyed and turned into a mosque.
Unlike many other religions, Islam has no priests or central religious authority.
Reason 14: (textbook gives inaccurate Information to students)
Islam has Imam’s who preside over mosques. In the past Islam had a Caliph that presided over all of Islam. It may not be organized as denominations of Christendom or as Roman Catholicism, but they do have persons of authority.
Sources of Authority …To them the Sunna (SOON-uh), or Muhammad’s example, is the best model for proper living.
Reason 15: (Textbook gives Incomplete Information to students)
The Sunna is composed of the Sira and the Hadith. It is important to communicate that the Qur’an alone is not enough for the Muslim. The must also use the Sira and Hadith to follow Muhammad’s example.
Muslims refer to Christians and Jews as “people of the book” because each religion has a holy book with teachings similar to those of the Qur’an. Shari’a law requires Muslim leaders to extend religious tolerance to Christians and Jews.
Reason 16: (Textbook provides unscholarly statements to students)
Saying that the Qur’an is similar to other holy books without providing proof is unscholarly and offensive to those of other religions.
Reason 17: (Textbook Lies to Students)
Stating that Shari’a requires Muslim leaders to extend religious tolerance ignores both Shari’a and history. Under Shari’a there is a separation between Muslims and Dhimmis. Dhimmis were granted “protection” from attacks by other armies and allowed to continue to live where they do when the lands became Muslim -- ONLY IF they paid the yearly tax (jizya). According to Bat Ye’or:
In theory, women, the poor, the sick, and the infirm were exempt from the poll tax; however, Amenian, Syriac, Serbian, and Jewish sources offer abundant proof that the jizya was demanded from children, widows, orphans, and even the dead.
Bat Ye’or then provides one example where this is true:
Our religion compels the poll tax to be paid by dying people, the old, even those in a state of incapacity, the blind, monks, workers, and the poor, incapable of practicing a trade. As for people who seem insolvent at the end of the year, the sum of the poll tax remains a debt to their account until they should become solvent.
Under Shari’a persons who were Dhimmis had to wear certain clothing and were not allowed to ride an animal in the presence of a Muslim.
In addition, Christians and Jews were forbidden from sharing their faith and from repairing their church or building new ones. Islamic history of the wars to expand the Islamic Empire from its inception is full of examples.Shari’a also allows Muslims to kill non-Muslims.
“Rightly Guided” Caliphs Abu Bakr and the next three elected caliphs – Umar, Uthman and Ali – all had known Muhammad. They used the Qur’an and Muhammad’s actions as guides to leadership. For this they are known as the “rightly guided” caliphs. Their rule was called a caliphate.
Reason 18: (Islamization of Knowledge practiced in textbook)
Labeling these leaders as “rightly guided” in a public high school textbook, moves from the realm of learning history into Islamic indoctrination.
For the sake of Islam, Abu Bakr invoked jihad. The word jihad means “striving” and can refer to the inner struggle against evil. However, the word is also used in the Qur’an to mean an armed struggle against unbelievers. For the next two years, Abu-Bakr applied this meaning of jihad to encourage and justify the expansion of Islam.
Reason 19: (Textbook provides Misleading information to students)
This wording implies that jihad against unbelievers stopped in 634. The next paragraph states that Abu-Bakr died in 634. It does not state that the other “rightly guided” caliphs also used jihad. Instead it talks of more areas being conquered and the expansion of the empire until 750. This is purposeful delineation of the Islamic application of jihad.
Not stated when discussing the term jihad is the Islamic reasoning behind this application of jihad, which would explain actions in the present day. Under Islam the earth is divided into two worlds: Dar al-Islam the land where Muslims live and rule using sharia and, Dar al-Harb the land of war. Understanding that Islam views areas that are not Muslim in a state of war against Islam until all the entire earth is under submission to Allah is essential to understanding the application of jihad in regards to warfare.
Reasons for Success The four “rightly guided” caliphs made great progress in their quest to spread Islam. Before his death, Muhammad had expressed a desire to spread the faith to peoples of the north. Muslims of the day saw their victories as a sign of Allah’s support and drew energy and inspiration from their faith. They fought to defend Islam and were willing to struggle to extend its word.
Reason 20: (Textbook distorts truth through omission of facts to students)
This passage implies that the spreading of faith was done through discussions and logical reasoning. The facts not discussed here are the brutal slaughters, the forced conversions and the taking of slaves. The Kitāb Futūh Al-buldān, an Islamic history of the early jihads, is full of examples.
Treatment of Conquered Peoples Because the Qur’an forbade forced conversion, Muslims allowed conquered peoples to follow their own religion. Christians and Jews, as “people of the book,” received special consideration. They paid a poll tax in exchange for exemption from military duties. However, they were subject to various restrictions on their lives.
Reason 21: (Textbook Lies to Students)
Forced conversions occurred under Muhammad and under each of the four caliphs referred to as “rightly guided.” This explains why people have undergone forced conversions to Islam up to present day. One of the more recent recorded incidents occurred when Boko-Haram did a video showing off the girls they kidnapped as new converts to Islam.
Reason 22: (Textbook Lies to Students)
To say that the poll tax (jizya) was a simple exchange for an exemption from military duty is nothing but a historical lie. Islamic histories prove this statement to be false, 13th century an-Nawawi recorded:
The infidel who wishes to pay his poll tax must be treated with disdain by the collector: the collector remains seated and the infidel remains standing in front of him, his head bowed and his back bent. The infidel personally must place the money on the scales, while the collector holds him by his beard and strikes him on both cheeks. However, according to the majority of scholars, these practices are recommended but not, as some think, compulsory.
As stated previously, those who paid jizya are considered Dhimmis. Dhimmis were required to:
- wear special clothing.
- be subject to additional taxation of their property.
- become slaves or give their children as slaves if they could not pay the jizya.
- be subject to having their leaders kidnapped for ransom.
- not be allowed to ride an animal in the presence of a Muslim.
- forbidden from using Arabic.
- be subject to daily humiliation by Muslims.
- understand in a court his/her testimony is not accepted.
Four Social Classes Baghdad’s population, made up of different cultures and social classes was typical for a large Muslim city in the eighth or ninth centuries. Muslim society was made up of four social classes. The upper class included those who were Muslim at birth. Converts to Islam were in the second class. The third class consisted of the “protected people” and included Christians and Jews, and Zorastarians. The lowest class was composed of slaves. Many slaves were prisoners of war, and all were non-Muslim. Slaves frequently performed household work or fought in the military.
Reason 23: Distortion of truth to students
Calling Dhimmis who were subjected to the 8 items listed above, the “protected people” misinforms students and gives an inaccurate picture of how they were treated. The only protection they received was from an attack by another country. Slaves were also subject to being used sexually. Slaves were taken as a result of jihad (war). Children of slaves were also the property of their owner.
Muslim women were still expected to submit to men. When a husband wanted to divorce his wife, all he had to do was repeat three times, “I dismiss thee.” The divorce became final after three months.
Reason 24:.Distortion of truth to students
Not stated here is that a woman’s testimony is not accepted in a Muslim court unless she has two female witnesses or one male witness. A woman also must have her husband’s permission to file for divorce.
They [women] had access to education, and among them were poets and scholars.
Reason 25: Distortion of truth through omission of fact
To say that women had access to education is not the same thing as considering them intellectual equals. The Hadith recorded by Sahih Bukhari shows Islam does not consider women equal intellectually or religiously. This Islamic historical document below explains why Muslim women today are often denied an education.
Once Allah's Apostle went out to the Musalla (to offer the prayer) o 'Id-al-Adha or Al-Fitr prayer. Then he passed by the women and said, "O women! Give alms, as I have seen that the majority of the dwellers of Hell-fire were you (women)." They asked, "Why is it so, O Allah's Apostle?" He replied, "You curse frequently and are ungrateful to your husbands. I have not seen anyone more deficient in intelligence and religion than you. A cautious sensible man could be led astray by some of you." The women asked, "O Allah's Apostle! What is deficient in our intelligence and religion?" He said, "Is not the evidence of two women equal to the witness of one man?" They replied in the affirmative. He said, "This is the deficiency in her intelligence. Isn't it true that a woman can neither pray nor fast during her menses?" The women replied in the affirmative. He said, "This is the deficiency in her religion." 
This paper documented 25 historical aberrations in only 11 Pages. McDougal-Littell’s World History should be removed from every school district due to its attempts at Islamic indoctrination, rampant distortions of historical truth, blatant lies and omissions of fact. At the very least teachers must be informed to not use Chapter 10 in any way because it is not correct historically.
 The Islamization of knowledge is an actual topic in which Muslims discuss the importance of viewing all knowledge through an Islamic lens. This can mean rewriting history so it is acceptable. Example: Shafiq, M. (1994). Growth of Islamic Thought in North America. Brentwood, MD: Amana Publications.
 Ibn Ishaq, page 131
 Ibn Sa’d Abu
 Numani, Allama Shibli, Sir-at-un-Nabi (Biography of the Prophet), Vol. 1. Page129.
 Ishaq’s Sira margin notes 122-125
 Ishaq’s Sira margin notes 150-156
 Ibn Kathir, Abu Abd Allah Muhammad, Kitab Al-Tabaqat Al-Kahir (The Book of Major Classes), trans. S. Moinul haq (Kitab Bhavan, New Delhi Press, 2006) vol. 2, Page 101.
 Ibn Ishaq, Muhammad, The Life of Muhammad, trans. A. Guillaume (Oxford University Press, 2006) Page119.
 Ibn Kathir, vol. 2. Page96; Waqidi, Muhammad b. Umar,
 Al-Waqidi, Abu Abdullah Ibn Omar ibn Waqid al-Aslami, The Life of Muhammad, trans. Riwi Faizer, Amal Ismail, and Abdul Kader Tayob (Rutledge, NY 2011).Page253.
 Ibn Ishaq, Page 464
 Ibn Kathir, vol. 3, pPage 165-66
 Ibn Kathir, vol. 3. P392.
 Waqidi, Page 405
 Ibn Kathir, Abu Abd Allah Muhammad, Kitab Al-Tabaqat Al-Kahir (The Book of Major Classes), trans. S. Moinul haq (Kitab Bhavan, New Delhi Press, 2006), vol. 1, Page 247.
 Yeor, Bat, Islam and Dhimmitude, Lancaster: Gazelle Book Services, 2002, Page69.
 Nawawi, Minhadj, 3:277 cited in Ye’or (2002)
 Baladhuri, Ahmad Ibn-Yahya-Jabir., Philip Khuri. Hitti, and Francis Clark. Murgotten. The Origins of the Islamic State = Kitāb Futūh Al-buldān. New York: AMS Pr., 1969.
 Reliance of the Traveller, o1.1-o1.2
 See Page 5 of this paper.
 Several examples of forced conversions under the first four caliphs can be found in Kitāb Futūh Al-buldān.
 Thornhill, Ted, Jack Doyle, Jason Groves, and Andrew Malone. "Paraded by a Blood-crazed Fanatic, the Terrified Schoolgirl Captives: Boko Haram Release Chilling Videos of Missing Nigerian Girls as They Reveal They Have All Been Forced to Convert to Islam." Mail Online. 2014. Accessed March 22, 2016. http://www.dailymail.co.uk/news/article-2626019/We-know-Nigerian-governor-claims-intelligence-missing-schoolgirls-leader-Anglican-church-says-talks-need-start-Boko-Haram-back.html.
 Nawawi, Minhadj, 3: 280-281 cited in Ye’or, Bat Islam and Dhimmitude.
 Ye’or, Bat Islam and Dhimmitude Page 91-93
 Kharaj is a tax on the land distinct from jizya.
 Ye’or, Bat, The Decline of Eastern Christianity under Islam (Cranbury, Associated University Press, 1996) Page 79-80.
 Buckingham, James. Travels in Palestine through the Countries of Bashan and Gilead East of the river Jordan, including a visit to the cities of Geraza and Gamala in the Decapolis (London, 1821) Page 457
 Ye’or, Bat, The Decline of Eastern Christianity under Islam, Page 92
 Ibid, Page 93
 Ye’or, Bat Islam and Dhimmitude Page 239
 Butt, Qaiser “'Khula’ without husband's consent is un-Islamic: CII”, The Express Tribune: Pakistan (Feb 18, 2016) http://tribune.com.pk/story/1049717/khula-without-husbands-consent-is-un-islamic-rules-cii/
 Sahih Bukhari Volume 001, Book 006, Hadith Number 301, http://hadithcollection.com/sahihbukhari/39-sahih-bukhari-book-06-menstrual-periods/883-sahih-bukhari-volume-001-book-006-hadith-number-301.html