Please share this post, tag a connector below, or email us with candidates of interest. Thank you! South Peninsula Hebrew Day School of Sunnyvale, California, is looking for our next Head of School to start July 1, 2025 or earlier based on your availability. ABOUT US Our mission is to provide students with an excellent education in General and Judaic studies, and to instill in them Jewish values, and a love of Torah, the Jewish people and Israel. Founded in 1972, South Peninsula Hebrew Day School is an Orthodox institution that embraces the sophistication and multiculturalism of the Bay Area while adhering to traditional Jewish observance. We encourage service to the larger Jewish community and a love of Israel. Although our students share a common heritage, they represent a wide range of cultural, national and religious backgrounds, and we treasure their diversity. We serve approximately 250 students from 18 months old through eighth grade on a green, park-adjacent campus in Silicon Valley. We are about to kick off a major capital campaign to create an endowment for the school’s future. ABOUT OUR NEXT HEAD OF SCHOOL You are a non-judgmental, Orthodox role model. Our community is religiously very diverse, and we respect and honor that diversity: Charedi, Chiloni, Dati Zioni, and Masorti. You don’t necessarily have to be a rabbi because we have a clear religious identity and great partnerships with community rabbis who can support you. You know how to plan, collaborate, and execute with a great team. You understand the educational needs of a nursery-8th grade school while accepting the responsibility of making hard decisions when necessary in order to prioritize the success of the school. You are a respectful and transparent communicator. While everyone appreciates strong public speaking and great writing, we prioritize strong one-on-one interpersonal skills. You understand school finances and how they relate to the ability of the school to do its work. You can be an experienced and enthusiastic fundraiser with a long track record, or you can be interested in learning. You have experience with the budgeting process. ADDITIONAL INFORMATION First-year compensation of $225,000 to $275,000 and commensurate with experience. Benefits include unlimited paid time off, medical insurance, retirement savings plan, relocation, full tuition remission for any eligible children or grandchildren, hosting subsidy, and more. We will ensure that individuals with disabilities are provided reasonable accommodation to participate in the job application or interview process, to perform essential job functions, and to receive other benefits and privileges of employment. Please apply online now for immediate consideration by the decision-making team. Please address other questions to [email protected]. Thank you for your consideration. Link https://lnkd.in/gPmpARt9 #JewishDaySchool #JewishCommunity #HeadofSchool
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"Palestinian teach hate. Israel teach peace" "Not really." The excerpt of the interview of Nurit Peled- Elhanan, Professor of Language and Education of Hebrew University of Jeruselam. 1.Palestinian school teachings were monitored, supervised and censored by Israel Military, Ministry of Education, World Bank and European Union. Palestinians cannot teach hate in school even if they want to do so. 2.Israel school books says Nakba was for the best. It enabled the creation of Jewish majority State. The consequence legitimated the Nakba. 3. Palestinian not shown as normal human beings. Palestinians were farmers and hordes of refugees defined as ' problem'. There was a 'solution' to this problem. 4. Isreal children were taught as early as 3 years old that Arabs, Nazis, ancient Arabs, Persians, Romans wanted to kill Jews. Children were primed for military service. Defend the Holocaust rhetoric. 5.Israel never had peace education, peace program or Co existing program. 6.Racism was taught not only towards Palestinians but towards Brown, Black people and anyone who is not white or not Jewish. 7. No Israel is jailed for killing Palestinians. 8. Book written by Rabbi, The Kings Road stated one can rape enemy woman and can kill enemy babies. The book is distributed to soldiers before they go to Gaza. End. #gazaceasefire #gazapeace #gazachildren ps 1 Prof Nurit, an Israel peace activist. Winner of European Parliament Sakharov Prize for Human rights and the freedom of thought. p. s 2 She wrote ' Palestinian in Israel school books: Ideology and propaganda in Education, published in April 2012. p. s 3. On the 30th Oct 2023, British Society for Middle Eastern Studies wrote a letter to the President of Yellin Academic College for Education, to express their concern over Prof Nurit's suspension. Citing troubled over the clamp down on academic freedom and freedom of speech. p. s 4. Why did World Bank and EU monitor, supervised and censor Palestinian school books? Is this true?
PART 1/2: The minds of Israeli citizens have been so poisoned by Zionist education that they can't see the truth as it is. You’ll know this intimately if you've ever met an adamant Zionist and couldn't agree on anything. Education has been used as a tool to achieve this type of mentality. Nurit Peled elhanan, Professor of Language and Education at the Hebrew University of Jerusalem, describes how school books (textbooks) are being used in the current conflict. Her book 'Palestine in Israeli School Books: Ideology and Propaganda in Education' is a very informative account of the role of textbooks and how they have been used by the State of Israel. This post provides a summary of this book. (https://lnkd.in/eFGbeGgq) Textbooks are very important tools for shaping societies. They shape how people perceive, categorise, interpret and remember the world; they determine personal and national identities. Israeli textbooks are governed by a regime akin to the Truth Police, which ensures that the collective memory of its citizens is shaped according to the state-approved version of the truth. The importance of textbooks is even more pronounced in Israel, because before the establishment of Israel, Jews didn't exist as a nation. They didn't have a common language, culture and history, which are essential to unite people. They didn't have a collective memory or identity. The modern Jewish-Israeli nation has been manufactured through education, literature and the media. The State of Israel has made a massive effort to create and control collective memory, primarily through the education system. Through the education system, Israel has 'manufactured' a new reality in order to create a common memory among its Jewish citizens. This new reality recreates, alters and rewrites both historical and religious narratives. Through education, the mentality of the Jewish people has been 'engineered' to fuse people's identities with the common memory. "...One fundamental role of education is to assure that the groups preferences be every individual’s preference, its enemies his or her enemies." Adherence to this 'reality' makes it very difficult for Jewish people to critically analyse new information that contradicts their mental constructs because it threatens their core identity. The main characteristic of this 'reality' is hostility towards the other. To shape perceptions of the Israeli-Palestinian conflict, (i) the Zionist narrative is justified, (ii) Zionists are presented in a positive light, (iii) Palestinians are delegitimised, and (iv) Israeli society is presented as the victim of Arabs. PS. This post is split into two, due to its length. The text of the post is based on the book, so I suggest you listen to the video in its entirety. I apologise for the quality of the video, which I had to edit and subtitle with no prior experience. For the full interview: https://lnkd.in/e42z2rRE
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President, Prince of Peace Catholic School (PreK-8, Plano, TX) Past president, principal or head of St. Michael Catholic H.S. (AL), Pope John Paul II H.S. (TN) and Montgomery Catholic Preparatory School (K-12, AL)
Catholic High Schools and Fostering Faith in Teens As a long time high school principal, I believe the most effective approach to developing a teen’s formation in faith is founded on 3 ideas: adult modeling, serious study and invitation. St. Francis of Assisi once said "Preach the gospel, and if you must, use words". The single greatest predictor of whether or not our children will practice their faith as adults is the authenticity of the faith of their parents, and secondarily, the faith of the other significant adults in their lives. Teenagers spot impostors instantly. If we immerse our kids in joyful communities of faithful teachers and coaches who love life and have a good sense of humor, teens will aspire to be like them. Good theology programs aim at teaching content. Too often, religion teachers view themselves as retreat masters, aiming for teens' hearts and not their heads, aiming for sensation more than sense. This locates the responsibility for students' spiritual growth too narrowly in the theology classroom, rather than within the broader school community and its sacramental life. Trying to elicit an emotional response in the classroom undercuts the legitimacy of the content in the student's eyes, who quickly regard English and Math as "more important" or "more serious" subjects . Our intellectual tradition (and our sacramental life) is fundamental to our distinctiveness, but too few adult Catholics have been exposed to this tradition in a serious enough way to appreciate it. The best thing theology teachers can do is to be excellent teachers alongside the Math, Science and English faculty, teaching students solid doctrine, applying this doctrine in myriad ways, giving demanding tests, requiring challenging papers and having elevated discussions in the classrooms. The deep knowledge which results will prove over time to be fertile soil from which faith develops long and lasting roots, whereas aiming for experience becomes like seed cast on shallow soil, in which the faith seems to grow quickly, but wilts and dies in the wind and the sun. Finally, I believe an “invitation model” lends itself more effectively to students’ growth in faith than a “compliance model.” It's easy for schools to require religious compliance in its teens—required retreats, for example—but much harder to gain internal assent. Schools can insist upon a series of religious behaviors, but in the end, do they "stick"? Will they practice their faith as young adults? Too often, the answer is no. By allowing kids some choice to “opt” or “not opt” for the variety of religious opportunities we provide them, their decision to “opt” becomes much “stickier” in their formation. We never required a senior, for example, to go on our two night senior retreat. We encouraged, we cajoled, but never mandated. Most went, and for those who did, it was a powerful milestone.
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This is the single best article about antisemitism I've ever read. If you've ever wondered, "What's the big deal?", take the time to read this. Some excerpts: "The problem was not that Jewish students on American university campuses didn't want free speech, or that they didn't want to hear criticism of Israel. Instead, they didn't want people vandalizing Jewish student organizations' buildings, or breaking or urinating on the buildings' windows. They didn't want people tearing their mezuzahs down from their dorm-room doors. They didn't want their college instructors spouting anti-Semitic lies and humiliating them in class. They didn't want their posters defaced with Hitler caricatures, or their dorm windows plastered with F*ck Jews . They didn't want people punching them in the face, or beating them with a stick, or threatening them with death for being Jewish. At world-class American colleges and universities, all of this happened and more. ...[I]f hatred comes from ignorance, why were America's best universities full of this very specific ignorance? And why were so many people trying to justify it, explain it away, or even deny it?... The through line of anti-Semitism for thousands of years has been the denial of truth and the promotion of lies. These lies range in scope from conspiracy theories to Holocaust denial to the blood libel to the currently popular claims that Zionism is racism, that Jews are settler colonialists, and that Jewish civilization isn't indigenous to the land of Israel. These lies are all part of the foundational big lie: that anti-Semitism itself is a righteous act of resistance against evil, because Jews are collectively evil and have no right to exist. Today, the big lie is winning. ....David Nirenberg published an astonishing book titled Anti-Judaism. Nirenberg's argument...is that Western cultures—including ancient civilizations, Christianity, Islam (which Nirenberg considers Western in its relationship with Judaism), and post-religious societies—have often defined themselves through their opposition to what they consider "Judaism." This has little to do with actual Judaism, and a lot to do with whatever evil these non-Jewish cultures aspire to overcome. ...If piety was a given society's ideal, Jews were impious blasphemers; if secularism was the ideal, Jews were backward pietists. If capitalism was evil, Jews were capitalists; if communism was evil, Jews were communists. If nationalism was glorified, Jews were rootless cosmopolitans; if nationalism was vilified, Jews were chauvinistic nationalists. "Anti-Judaism" thus becomes a righteous fight to promote justice. This dynamic forces Jews into the defensive mode of constantly proving they are not evil, and even simply that they have a right to exist. (more in the comments) All views my own https://lnkd.in/gbdAY2ib
Why the Most Educated People in America Fall for Anti-Semitic Lies
theatlantic.com
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Defending Tradition: Why Collective Worship Must Stay in UK Schools As a religion and philosophy teacher who has taught in a large community school, church schools and academies, one issue stands out as a beacon of tradition amidst the sea of change: collective worship. As Baroness Barran's resolute stance against exemptions from Christian worship requirements thunders, it's time to make a robust case for preserving this time-honoured practice. Our schools are a melting pot of cultures, beliefs, and backgrounds. But does that mean we toss tradition out the window like yesterday's maths homework? No. In a world where even the humble digestive biscuit has undergone a gluten-free makeover, there's something to be said for holding onto the pillars of our cultural heritage. Some may argue that collective worship is antiquated, a relic of a bygone era. But let's not forget that spirituality, morality, and social responsibility (SMSC) are still very much en vogue within the Ofsted framework. Sure, you can't measure spirituality with a protractor, but you can certainly gauge its impact on a community. Just ask any teacher who's witnessed the transformative power of a parable or song. And let's not discount the educational value of collective worship. In an age where TikTok dances and Fortnite victories reign supreme, something is refreshing about carving out a few moments each day for introspection and communal reflection. It's a chance for students to unplug from the digital noise and connect with something greater than themselves — whether it's a higher power or simply a shared sense of humanity. Rudolph Otto called this the numinous. A school assembly without collective worship is like a cup of tea without the biscuit - bland, uninspiring, and missing that quintessentially British flavour. And let's not underestimate the logistical nightmare of organising "non-religious assemblies" that somehow manage to please everyone without offending anyone. The safety net is found within legislation dating back to Section 25 of the 1944 Education Act, which mandates a daily act of worship "wholly or mainly of a broadly Christian character," followed by a later revision in Section 70 of the 1998 School Standards and Frameworks Act, which requires academies' funding agreements to adhere to collective worship requirements. Schools advocating for alternative practices, such as mindfulness sessions or reflections on climate change, can still integrate underlying Christian principles into their assemblies without veering into evangelical homilies. This nuanced approach ensures that collective worship remains inclusive and reflective of the diverse beliefs within the school community. Therefore, I see no point in seeking an exemption. The reality is that parents can still remove their children from collective worship and sixth formers can remove themselves. In a world that's constantly changing, some things are worth holding onto.
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President, Prince of Peace Catholic School (PreK-8, Plano, TX) Past president, principal or head of St. Michael Catholic H.S. (AL), Pope John Paul II H.S. (TN) and Montgomery Catholic Preparatory School (K-12, AL)
The Vision Thing When we started St. Michael Catholic High School in Fairhope, Al in 2016, we wanted to set the right tone. Words are important! They either elevate or deflate. Here’s what we came up with: “Great hearts and minds to do great things!" Pope Francis, speaking recently to youth, encouraged them to strive for "magnanimity," which he defined as " having a great heart, having greatness of mind; and having great ideals; the wish to do great things in response to what God asks of us." Pope Francis artfully summarizes our aspirations for students at St. Michael. We want them to develop great hearts and great minds, so that they may live joyful lives, and in so doing, do great things for others. In his explanation of the virtue of magnanimity in the Summa, St. Thomas Aquinas reflects on its opposite, "pusillanimity," which means, literally, "small mindedness." The reason people are small minded, he says, is they don't believe they have the "qualifications" to do great things--that they are incapable, as if magnanimity were a virtue only possible for saints. And in fact, we live in a culture that too often thinks this way about teenagers, that tells them they are incapable of chastity (so we advocate for 'safe sex'), or true scholarship (so we inflate grades) or handling disappointment (so we give everyone a trophy). And the sad thing about this consistent messaging is that our children begin to believe these things about themselves. That's not our view! We are children of God, temples of the Holy Spirit, and infused with the grace of Christ, "who strengthens us, and through whom we can do all things." (Philippians 4:13). We are called to holiness! We are called to be saints! We want students to "go for it," to extend themselves beyond their comfort zones, to delve deeper into their studies, to try out for teams (even if they're not selected), to join new clubs, to serve others in new ways, and to strive for excellence. In so doing, we believe students will grow into young men and women who are happy, confident in their futures, and ready to make a difference in this world. We believe teens are hungry, deep down, to be challenged. They are utterly bored and uninspired by an accommodating, "lowest common denominator" approach to life. They want their lives to matter; they want to be challenged by the gospel, to believe that such a life is possible, and they are powerfully attracted to people who are living as if it is. Infused with optimism, immersed in a culture of excellence, blessed by teachers who care about kids and lift them up when they stumble, and elevated by a dynamic faith, Catholic high schools can change students' lives! May St. Michael truly be a place that calls students to greatness!
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Associate Research Professor of Israel Studies & Director of the Joseph and Alma Gildenhorn Institute for Israel Studies, The University of Maryland
An opinion piece I co-authored with my colleague Max Grossman was just published by eJewishPhilanthropy. In this article, we argue that the value of Israel Studies and Jewish Studies extends far beyond the confines of the classroom or the campus because central to the pedagogy of Israel Studies and Jewish Studies is the cultivation of critical thinking skills and interdisciplinary perspectives. Whether grappling with the Israeli-Palestinian conflict, surveying the historical or present-day displays of antisemitism, or studying the diverse expressions of Jewish identity, knowledge-based and nuanced perspectives serve as a bulwark against ignorance, superficiality, and prejudice. By investing in Israel Studies and Jewish Studies programs, we not only enrich academic scholarship and intellectual discourse but also foster understanding, empathy, and reconciliation in an increasingly divided world. #israelstudies #jewishstudies #nuance #knowledge #complexity #criticalthinking #interdisciplinarity
Investing in knowledge: The imperative for increased support for Israel studies and Jewish studies programs
https://ejewishphilanthropy.com
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"David Nirenberg published an astonishing book titled Anti-Judaism... If piety was a given society’s ideal, Jews were impious blasphemers; if secularism was the ideal, Jews were backward pietists. If capitalism was evil, Jews were capitalists; if communism was evil, Jews were communists. If nationalism was glorified, Jews were rootless cosmopolitans; if nationalism was vilified, Jews were chauvinistic nationalists. “Anti-Judaism” thus becomes a righteous fight to promote justice. In medieval Europe, Jews were forced into disputations with Christian priests that placed Jewish texts and traditions on public trial, resulting in Jewish books being burned and Jewish disputants exiled. Later legal trials expanded on this concept, requiring Jews to defend themselves against the absurd charge known as the blood libel, in which Jews are accused of murdering and consuming non-Jewish children—a claim that has echoes in current lies about Israelis harvesting Palestinians’ organs. I’ve been thinking about Nirenberg’s thesis in the months since the October 7 massacre in Israel, during which Hamas, an openly genocidal organization whose stated goal is the murder of Jews, lived up to its mission statement by torturing, raping, and murdering more than 1,200 people in southern Israel and taking more than 200 captives, including babies, children, and the elderly. Shortly after the attacks, a Cornell professor publicly proclaimed the barbarity “exhilarating” and “energizing,” while a Columbia professor called it “awesome” and an “achievement.” Comparable praise percolated through America’s top universities, coming from students and faculty alike. Criticism of Israel is not anti-Semitic: Jews are now required to recite this humiliatingly obvious sentence, over and over, as the price of admission to public discourse about their own demonization, in “debates” with people who are often unable to name the relevant river or sea. The many legitimate concerns about Israel’s policies toward Palestinians, and the many legitimate concerns about Israel’s current war in Gaza, cannot explain these eliminationist chants and slogans, the glee with which they are delivered, the lawlessness that has accompanied them, or the open assaults on Jews. The timing alone laid the game bare: This mass exhilaration first emerged not in response to Israel’s war to take down Hamas and rescue its kidnapped citizens, but exactly in response to, and explicitly in support of, the most lethal and sadistic barbarity against Jews since the Holocaust, complete with rape and decapitation and the abduction of infants, committed by a regime that aims to eviscerate not only Jews, but also all hopes of Palestinian flourishing, coexistence, or peace."
Why the Most Educated People in America Fall for Anti-Semitic Lies
theatlantic.com
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President, Prince of Peace Catholic School (PreK-8, Plano, TX) Past president, principal or head of St. Michael Catholic H.S. (AL), Pope John Paul II H.S. (TN) and Montgomery Catholic Preparatory School (K-12, AL)
Mission Statements for Catholic Schools—Five suggestions The etymology of mission statements for schools usually dates to an accreditation committee. To make sure everyone’s perspective is included in the final result, they often try to say too much. They become wordy and unmemorable, making them ineffective. Here are five thoughts on how mission statements can be re-written and used to have more “punch” for our schools: 1) They should be aspirational: “Scholars” and not “Students,” “Disciples” and not merely “Christians” or “Catholics.” Students are capable of greatness because of the transforming power of God’s grace within them. We want students to set bold goals, to stretch and to challenge themselves, to seek “more.” 2) They should tell our “why” not our “how.” We exist to “form disciples.” Not “We seek to form partnerships with parents so as to help form disciples.” Following the insights of Simon Sinek, our emotional response to “why” is much more powerful than our reaction to how. 3) They should be repeatable, short phrases, rather than long winded sets of words that no one can remember. With mission statements, less is more—if it can’t be remembered, it’s unlikely to have much effect on anything or anyone. I recommend using three words or short phrases as the “essence” of the entire mission statement. Here are three examples: “We help students grow to become persons of FAITH, VIRTUE, and WISDOM. “ (Montgomery Catholic Preparatory School, Montgomery,AL) “St. Michael aspires for its students to become SCHOLARS, LEADERS and DISCIPLES of Jesus Christ” (St. Michael Catholic High School, Fairhope, Al) “Our mission is to form students who are FAITHFUL, PREPARED and CONFIDENT they can do all things through Christ who strengthens them.” (Prince of Peace Catholic School, Plano, TX) 4. Those three words should be repeated over and over on school stationary, websites, talks with students, faculty and teachers. They should become words that every student or faculty member can recall and recite. 5. They should also be recognized as categories in athletic or academic awards, where possible, and engrained in school rituals. For example, at St. Michael, each academic department recognizes its top student (scholar), its best classroom leader (leader), and its most generous, concerned student for others (disciple) on the annual awards day. Words can help us build the right culture in our schools, if we use them with intentionality and frequency!
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President, Prince of Peace Catholic School (PreK-8, Plano, TX) Past president, principal or head of St. Michael Catholic H.S. (AL), Pope John Paul II H.S. (TN) and Montgomery Catholic Preparatory School (K-12, AL)
A Possible Model Forward for Small, Under-Resourced Catholic Schools In 2020 I was asked by a Catholic elementary school to lead a committee to create a plan for its survival. Like so many Catholic schools around the country, it had fallen on hard times—a combination of demographic issues, losing the religious order which stabilized it, and of course, the issue we all face: the secularization of our culture. Three Board members, two teachers, the principal and I met on a weekly basis from November through March, with the hope to adopt and market the plan for the following year. We presented it to the Board, which voted unanimously in favor. Here were the key elements: -A simpler, optimistic mission statement, centered on three words that everyone could remember: “Faithful. Committed. Proud.” -The creation of 3 distinct “learning communities”: K-2, 3-5 and 6-8. Each LC would have one Math/Science teacher, on English/Reading teacher, and one Social Studies/Religion teacher. Each of these teachers would teach students all three years within their LC. Advantages: It provided the opportunity for each teacher to teach in areas of strength. Most elementary teachers are stronger in English than Math. But most Math folks don’t want to teach English either! So this allowed the school to recruit teachers who would teach ONLY in their area of expertise. I’d seen the 9-year impact of the test scores from this model elsewhere and the results were compelling! It also created teams of teachers who all taught the same students, which encouraged collaboration. Relationships deepened. Teachers began the year knowing their students’ deficiencies. It was unique: the school had no chance of improving enrollment if it only made minor tweaks to the same program as everyone else. -The creation of a school-wide “Special Elective” period, taught by volunteers. The more unique and diverse the offerings, the better. Advantages: It saved $ by not hiring elective teachers, including music and art. It added great variety to the offerings. It gave the faculty a common planning period. And—this is hugely important for a struggling, isolated school—it allowed the school a mechanism to pull in people to contribute meaningfully to the school. Often people are willing to give their time to us, but we don’t use them well. Here’s the brutal truth for our struggling schools: their survival comes down to them. If they are in a diocese that will assist them financially for a time, they are blessed. But that will not last; dioceses don’t have that kind of money. Either the school finds a way to establish itself as unique enough to draw in students, or it will eventually close. Read through the plan we created. I don't believe it'll work for everyone, but it may have some ideas worth riffing off of. The school has not entirely adopted the plan, stymied by teacher and leadership turnover, but it remains open, which is not nothing. It is a beautiful, proud place.
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Lessons from Homeschooling - “United States History for Christian Schools,” first published in 1991, stated that most slaveholders treated enslaved people well, and that slavery “is an excellent example of the far-reaching consequences of sin. The sin in this case was greed—greed on the part of African tribal leaders.” Abeka’s “America: Land I Love,” for 8th graders, first published in 1996, argued that slavery allowed Black people to find Jesus. A 2018 investigation by the Orlando Sentinel found that Abeka was still producing textbooks stating that “the slave who knew Christ had more freedom than a free person who did not know the Savior.”" Abeka's website says "America: Land I Love presents a chronological account of American history with a factual emphasis on the people and events that shaped the United States. Incorporated throughout are thought-provoking questions to develop critical thinking skills and a biblical worldview regarding the significance of individuals and events in the nation’s history. This text highlights America’s heritage of faith and her patriotic pursuit of freedom as foundational values in the history of the United States of America." An Amazon reviewer said "A Great Piece of Pseudo-History to Poison Your Child's Brain... I can say that without a doubt that this is the worst piece of garbage I have had the displeasure to read. Some examples: 1) Title “God Sets the Stage for the Discovery of America” by Columbus 2) In the Chapter “The Blessings of Technology 1825-1865. Excelling in Natural Science” The “Great Christian Scientist” Louis Agassiz, a creationist and supporter of polygenism, is considered a valuable resource for rejecting evolution. 3) The explanation of the Second Amendment conveniently ignores the part about a “well regulated militia.” 4) Slavery is an “inconvenient” subject for this book. African slaves are subjects to be converted during the long chapter on “The Second Great Awakening.” According to the chapter “Life in the 19th Century” it seems that slaves had it pretty good. “Most plantation owners valued their slaves and treated them well. The men managed the slaves in the field, while women supervised the household slaves. Some slave owners visited the slave cabins regularly to care for the sick and check on living conditions.” 5) The chapter about the Civil War, shorter than the one about religious revival, talks about the Christian virtues of the Confederate leaders. Robert E. Lee gets a full page biography and personal quotes under the title “Robert E Lee: The Great Christian General.” Abraham Lincoln is just mentioned in two paragraphs which talks about how much he loved the Bible. The battles are summarized in under two pages. 6) RE segregation “Most black and white Southerners had long lived together in harmony; they had been taught to accept segregation as a way of life.” Yes, seriously, it says that! I found the proper place for this book. The recycling bin."
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