On September 11, 2001, nineteen al-Qaeda terrorists hijacked four airplanes and murdered nearly 3,000 people. They were followers of Osama bin Laden, who had declared jihad against the United States and explicitly invoked religion, Jews and “Crusaders” in explaining the war he believed he was fighting.
The Council on American-Islamic Relations (CAIR) has a guide for teaching September 11 to American children in grades 6 through 12. Its approach to that history is remarkable: don’t call the people who committed 9/11 “jihadists,” but make sure students learn extensively about Muslims as victims after 9/11.
CAIR’s Remembering and Reflecting on Sep. 11, 2001 in the Classroom tells educators to avoid language that “associates” the mass murder with Islam and Muslims. It specifically identifies three terms it considers “inaccurate and inflammatory”: “Islamic terrorists,” “jihadists” and “radical Islamic terrorists.”
“Avoid using language that validates the claims of the 9/11 attackers by associating their acts of mass murder with Islam and Muslims. For example, avoid using inaccurate and inflammatory terms such as “Islamic terrorists,” “jihadists,” or “radical Islamic terrorists.”” – CAIR teaching guide
The objection to “jihadists” is particularly revealing. The word does not describe Muslims generally. Quite the opposite: it distinguishes a radical movement from the enormous population of Muslims who do not subscribe to it. Likewise, adding “radical” to Islamic terrorism is an explicit qualifier. A teacher can explain precisely what al-Qaeda believed while simultaneously making clear that its ideology was rejected by countless Muslims.
CAIR instead recommends removing the distinction.

That might seem like a dispute over terminology until one reaches the guide’s recommended reading list. Then the editorial direction becomes unmistakable.
Among the eleven articles CAIR recommends are “Commemorate 9/11 by Confronting Islamophobia,” “9/11 at 10: Lessons Learned From Anti-Muslim Haters,” “Muslims in America, post 9/11,” “Hope and Despair: Being Muslim in America After 9/11,” “How Being Muslim In America Has Changed Since 9/11,” “Remembering the Muslims who were killed in the 9/11 attacks,” and “How 9/11 Caused An Increase In Islamophobic Hate Crimes.”
Seven of the eleven titles are explicitly centered on Muslims, Islamophobia or anti-Muslim discrimination. Another recommended reading concerns federal civil-rights engagement with Arab and Muslim communities.
The videos follow much the same path. Students are offered “How 9/11 Shaped the Lives of American Muslims,” “Minorities targeted in 9/11 ‘revenge attacks,’” “9/11 Changed Life For American Muslims,” and “Post 9/11 Detention Of American Muslims.”
What is conspicuously absent from CAIR’s article list is a comparable body of material about why September 11 happened in the first place and who conducted the heinous acts of mass murder.
There is no recommended article devoted to al-Qaeda’s ideology. None to the development of jihadism. None examining bin Laden’s religious declarations. None exploring why al-Qaeda spoke of Jews and “Crusaders,” or why its followers believed their mass murder of civilians was justified as jihad.
Instead, CAIR explicitly tells teachers what they should add: Muslim condemnations of the attacks, solidarity from Muslim-majority countries, Muslim leaders joining President George W. Bush at a mosque and Muhammad Ali participating in a fundraiser. When discussing the aftermath, teachers are instructed to include hate crimes and bigotry against Muslims, Sikhs, Arabs and other minorities.
Those are legitimate subjects. Americans who attacked innocent Muslims, Sikhs or Arabs after September 11 committed reprehensible crimes. Muslim Americans who died in the World Trade Center deserve to be remembered alongside every other innocent victim.
But that is precisely why the imbalance matters.
A history lesson should be capable of holding two ideas simultaneously: radical Islamists murdered nearly 3,000 innocent people on September 11, and innocent Muslims subsequently became targets of bigotry by people who wrongly held them responsible.
In fact, accurately naming the first proposition makes the second easier to understand. “Jihadist” separates the extremists from Muslims generally. “Radical Islamist” identifies an ideology rather than an ethnicity or an entire faith. Students can then examine that ideology, understand why most Muslims reject it and understand why blaming ordinary Muslims for al-Qaeda’s crimes is both factually wrong and morally indefensible.
CAIR takes the opposite route.
Religion becomes something educators should carefully detach from the perpetrators, even though the perpetrators themselves repeatedly invoked it. Then religious identity becomes central when discussing the victims of the aftermath.
The inversion is extraordinary.
Consider what a student following CAIR’s bibliography is encouraged to encounter. The student can read about anti-Muslim haters, Islamophobic hate crimes, Muslim life after 9/11, Muslim heroes, Muslim victims, Muslim detention and civil rights for Muslim communities.
But where is the corresponding invitation to study the jihadists?
Where is bin Laden’s worldview? Where is al-Qaeda’s theology? Where are its declarations? Where is its obsession with “Crusaders” and Jews? Where is the intellectual history that transformed religious extremism into airplanes crashing into buildings filled with civilians?
September 11 did not begin with Islamophobia. It began with an ideology and 19 men prepared to murder thousands of strangers in the name of radical Islam.
CAIR is not asking schools merely to protect Muslim students from collective blame. It is asking educators to perform something far more consequential: strip the perpetrators of the language that identifies their radical ideology while repeatedly directing students toward the victimization of Muslims that followed their attack.
That is not historical sensitivity. It is historical inversion.
And it invites conspiracy theories that Jews committed 9/11, when the slaughter was done in the name of genocidal jihad.

CAIR’s approach leaves students with a grotesquely rearranged history: the Muslims who suffered bigotry after 9/11 retain their religious identity, while the jihadists who caused 9/11 are stripped of theirs.
CAIR calls that responsible teaching. A better description is laundering the ideology of the killers out of the history of their crime.
Related:
Your Neighbors Are Celebrating December 7, 9/11, and October 7 (December 2024)
On 9/11, Commit To Blocking Iran and Saudi Arabia From Ever Possessing Weapons Of Mass Destruction (September 2022)
Trends in Anti-Muslim and Anti-Semitic Attacks Post-9/11 (September 2021)




















