Neither do you.
I could do a powerpoint about crosses around America, and it could be bland or it could be a witness tool.
So?
Can you tell me how a student can possibly get a rounded education if comparative religion is taken out of the classroom?
There has been nothing that has been more important in the overall history and politics of this planet than religion. But the schools have systematically removed the whole notion of religion and God from discussion in the classroom.
What kind of education can you possibly get when you do that?
In Texas, students take World History in the 10th grade where they are taught all religions. Plus they are probably taught world religions in the 6th grade, I am not 100% sure, but I am 100% sure about 10th grade world history. I have seen some of the material and it is called “Many Paths to God”, and it includes Islam.
The classroom and according to guidelines is where this should be taught.
You made my point, I don’t know what was said by looking at a power point. I could put out a power point and yet talk about something entirely different. The powerpoint proves nothing.
My children studied Islam in school, but I don’t want someone coming in and being given free reign without knowing what they are going to SAY. Forget the visual aid, I want to know what was SAID.
Read what is required to be taught here.
http://www.tea.state.tx.us/rules/tac/chapter113/ch113c.html
§113.22. Social Studies, Grade 6.
(a) Introduction.
(1) In Grade 6, students study people and places of
the contemporary world. Societies selected for
study are chosen from the following regions of the
world: Europe, Russia and the Eurasian republics,
North America, Middle America, South America,
Southwest Asia-North Africa, Sub-Saharan Africa,
South Asia, East Asia, Southeast Asia, Australia,
and the Pacific Realm. Students describe the
influence of individuals and groups on historical
and contemporary events in those societies and
identify the locations and geographic
characteristics of selected societies. Students
identify different ways of organizing economic and
governmental systems. The concepts of limited and
unlimited government are introduced, and students
describe the nature of citizenship in various
societies. Students compare institutions common to
all societies such as government, education, and
religious institutions. Students explain how the
level of technology affects the development of the
selected societies and identify different points
of view about selected events.