Palestinian School's Text-Books
The New Palestinian Authority School Textbooks -
An analysis document by the Committee for Monitoring the Impact of Peace
A word document
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NARRATING PALESTINIAN NATIONALISM.
A STUDY OF THE NEW PALESTINIAN TEXTBOOKS
Goetz Nordbruch
MEMRI - The Middle East Media Research Institute
 Download: PDF format
(Pre-Release Version).
This report reviews and analyses the new Palestinian curriculum for the first and sixth grades, presented by the
Palestinian Authority in September 2000 at the Curriculum Development Center in Ramallah.
The new schooling program was developed over a period of five years by Palestinian educators, assisted by international
experts. Previously, Palestinian schoolchildren used only Jordanian textbooks in the West Bank and Egyptian textbooks
in the Gaza Strip.
It is still the case for the majority of children, except those in grade one (5-6 years old) and grade six (11-12 years old).
As one of the outcomes of Palestinian self-rule, and the peace process, the new textbooks should reflect this
unprecedented period of nation-building and search for reconciliation.
This study aims to determine whether the first Palestinian educational effort succeeds in conveying the values of peace.
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The latest Palestinian Authority School Books - Hardly a Curriculum for Peace (21.7.03)
David Bedein, Burneau Chief,
Israel Resource News Agency
ON THE VERY DAY THAT THE US GOVERNMENT AND THE EU ISSUED STATEMENTS CALLING FOR THE PA TO CEASE AND DESIST FROM ANTI-JEWISH INCITEMENT, WE COVERED THE FOLLOWING PRESS CONFERENCE...
The new report of the Center for Monitoring the Impact of Peace, WWW.EDUME.ORG, just released, represents the fifth time CMIP has done a review of textbooks used by the Palestinian Authority.
In the early years of the PA, textbooks used were Jordanian in the West Bank and Egyptian in Gaza; these books (a carry over from the days when Jordan and Egypt occupied these respective areas) were twice reviewed by CMIP. In 2000 and 2001, the PA began publishing its own textbooks, for grades 1, 2, 6, 7, and 11.
These were twice reviewed by CMIP as well. In 2002, the PA published texts for grades 3 and 8. With their release, 50% of the books used for Palestinian children are now published by the PA, and 50% are the old Jordanian and Egyptian books.
This latest report reviews 35 books in various subjects.
The report is dated May 2003, although it was just released now.
This is because there was a delay, as an attempt was made to meet with the PA Ministry of Education.
The EU Commission in Jerusalem tried to organize this, but it appears it will not take place until September.
Earlier textbooks released by the PA had the emblem of the PA on the cover; now these books have an emblem for the "State of Palestine."
The conclusion of this report is that there is no substantial improvement in the textbooks, in comparison to earlier textbooks.
The criteria used for determining this are 8 main criteria from UNESCO, plus two criteria added by CMIP: image of the other and orientation to peace and co-existence.
Findings:
There is no improvement with regard to recognition of the Jews as a people with religious and historical ties to the land. Doesn't give Jews right to religious holy places.
What is a minor improvement in this regard is a reference to Judaism as being a "heavenly" religion, which means monotheistic.
But that's it.
There is no recognition of Israel as a State, and as a Jewish State. Israel is not listed on any map.
There is negative stereotyping of Israel and increased demonization of Israel.
Until now Israel was responsible for environmental problems, economy, etc.
Now internal family violence is seen as the fault of Israelis as well.
There is no mention of the Oslo agreements.
No explanation of anything that was signed, or any commitments made.
There is glorification of Jihad-which is represented as the Islamic view of war. There is praise for death.
The solution to the current problems is represented as being the liberation of Palestine and the return of every refugee. 25% of the time, liberation refers to the territories; 75% of the time, it refers to all of Israel since '48.
The "right of return" is depicted as "a red line that cannot be crossed."
There are some new, potentially positive elements; it is difficult to assess their significance.
They may be an attempt to appease the international community, or may be a glimmer of softening of the previous stance.
Jews are presented as believers of "two divine books," i.e., Torah and psalms.
This positive is negated elsewhere by a denigration of Shabbat observance.
There is one reference that seems to broaden the conception of tolerance: "compare the International Covenant on Human Rights with the Islamic conception."
There is a reference to pluralism at the start of Palestine, but it's unclear whether Jews are included.
The notions of peace and coexistence are referred to with the inclusion of the 1988 Declaration of Independence (in 1988 the PLO, from Algiers, declared a state).
There is one statement rejecting terror. But elsewhere are several quotes approving it.
There is one unique statement that life is better than death.
There is previously a story told that Ben Tabet, an advisor to Muhammad, was told to learn the language of the Jews to avoid their trickery.
Now the story is told that Ben Tabet was to learn the language of the Jews, but without a reason why.
For the first time it is said that Jerusalem is holy to the three monotheistic religions (the religions of heaven).
No where is it explicitly stated that Jerusalem is holy to Jews; the student must extrapolate.
Question as to how these books compare with the older Jordanian and Egyptian books:
Previously 12 very hostile statements were found in the Jordanian and Egyptian books; there are now five in the PA books.
But the most offensive statements were in Jordanian and Egyptian books for grades 4 and 5, which are still being taught.
Conclusion: in the key parameters, at core, there is no change.
In response to question (by Arlene Kushner) regarding a recent more positive report on the textbooks by IPCRI (Israel Palestine Committee for Research and Information):
CMIP has analyzed the IPCRI report and will be publishing its findings. IPCRI raises a number of problematic issues but fails to draw any conclusions or seriously understates the depth of the problems.
IPCRI makes 85 references to the text but offers not one quote - just paraphrases.
Finds excuses for, or overlooks, or makes light of, lapses, e.g., as to why mention of Israel is omitted. In this instance, IPCRI refers to an "inadequate presentation," but it's not "inadequate" if there's no mention, it's nonexistent.
IPCRI makes no comment regarding such references as "Jewish infiltration to Palestine." or the Balfour Declaration having awarded land to "one who doesn't deserve it."
The European Commission was instructed last year by the European Parliament not to fund PA textbooks if they incite.
Though there are many who believe the IPCRI report will have the effect of releasing EU funds for PA books, Dr. Yochanan Manor, the director of the CMIP, thinks otherwise.
CMIP has met with Chris Patten of the European Commission and has been encouraged to prepare a proposal.
The Truth about the Palestinian schoolbooks (1.7.03)
Itamar Marcus, director PMW - Jerusalem Post editorial
One of the most meaningful gauges of the integrity of a peace process and its likelihood for success is the degree to which the "peace partners" educate towards peace. It is for this reason that the entire Palestinian Authority (PA) education apparatus, both formal and informal, has been such a dismal disappointment. Instead of seizing the opportunity to educate the future generations to live with Israel in peace, the PA has done everything in its power to teach hatred to young minds.
Making matters worse, the Palestinian Authority has been spreading two clever lies about the schoolbooks that have succeeded in deflecting international pressure for change. This week, at a meeting in Jordan, Nebil Shaath answered Foreign Minister Silvan Shalom's complaint about the schoolbooks saying that the PA has "spent five years" rewriting the books, implying that they are now proper. Then he added, that Israel used the same old Jordanian books for educating the local Arab population "for 30 years", and therefore has no valid complaint to the PA. Many European governments, and many Israelis, have come to the PA's defense, citing these and other arguments.
The truth about the PA schoolbooks is first, that both new and old are far from proper - both include anti-Semitism, de-legitimize Israel's existence and incite to hatred and violence. In the new 6th grade book "Reading the Koran", anti-Semitism is presented openly, as children read about Allah's warning to the Jews that because of their evil Allah will kill them: "...Oh you who are Jews ...long for death if you are truthful... for the death from which you flee, that will surely overtake you ..."In other sections they learn of Jews being expelled from their homes by Allah, and in another Jews are said to be like donkeys: "Those [Jews] who were charged with the Torah, but did not observe it, are like a donkey carrying books..." [Reading the Koran, grade 6. p.20, 23, 78]. This religious based anti-Semitism is the most dangerous, as children are taught that hating Jews is God's choice. And while Islam is not being critiqued, it is very grave that although Islam has positive traditions regarding Jews, the PA educators chose to incorporate only hateful religious traditions.
The new PA schoolbooks that Shaath was so positive about, also teach that Israel has no right to exist, de-legitimizing Israel as a foreign occupier, compared to colonial Britain: "Colonialism: Palestine faced the British occupation after the First World War in 1917, and the Israeli occupation in 1948 ."[National Education, sixth grade, p. 16].
Since all of Israel is said to be an "occupation", all of Israel's cities, regions and natural resources are presented as being part of "Palestine". For example:
"Among the famous rocks of southern Palestine are the rocks of Beersheba and the Negev" and "Palestine's Water Sources - ... The most important is the Sea of Galilee." [Our Beautiful Language, grade 6, Part A, p. 64, National Education, sixth grade, pp. 9-10]
The Negev, Beersheba and the Sea of Galilee are in Israel and do not border the disputed territories of Judea and Samaria. Yet PA children are taught these are "Palestine". Continuing this ideology a book is citing dedicated to "...Palestinians, so that they would remember their stolen homeland and work for its salvation..."[Our Beautiful Language, sixth grade, Part A, p. 112] and it is referring, not to the disputed territories, but Israel pre 1967.
Educating not to recognize Israel's existence is cemented through tens of maps in the schoolbooks in which "Palestine" encompass all of Israel. Israel does not exist on any map, within any borders. The PA defense of their schoolbook map, that since there are no final borders the map is not portraying modern "Palestine" but "Mandatory Palestine", is an insult to our intelligence. Are we expected to believe that when Palestinian children see the map called "Palestine" in all their schoolbooks they imagine Britain a half a century ago? And when Beersheba is called Palestine, the children are picturing Biblical history?
Another new book teaches what must be done for "occupied Palestine" and the "stolen homeland": "Islam encourages this [love of homeland] and established the defense of it as an obligatory commandment for every Muslim if even a centimeter of his land is stolen. "I, a Palestinian Muslim, love my country Palestine..." [Islamic Education, sixth grade, Part A, p. 68]
The complete and total message Palestinian children are taught is that Jews, according to Allah, are like donkeys; Israel is a colonial occupier who stole their land; the cities, lakes and deserts of Israel are "occupied Palestine"; and they, the children, have an obligation to liberate it "even if a centimeter is stolen".
All the above messages are found in new schoolbooks written and published by the PA since 2000. The first claim that new PA books are "proper" is flagrantly untrue. However, the majority of the books still in use by the PA schools are books they republish under the symbol of their own Ministry of Education, that were written by Jordan. These books include the following hate promotion:
"One must beware of the Jews, for they are treacherous and disloyal."
[Islamic Education for Ninth Grade p. 79, these and below from CMIP report]
"I learn from this lesson: I believe that the Jews are the enemies of the Prophets and the believers."[Islamic Education, Part Two, for Fourth Grade p. 67]
"Remember: "The final and inevitable result will be the victory of the Muslims over the Jews." [Our Arabic Language for Fifth Grade p. 67]
"The clearest examples of racist belief and racial discrimination in the world are Nazism and Zionism. " [The New History of the Arabs and the World, p. 123]
The second great PA lie expressed by Shaath this week, that Israel used these same old books, is particularly resourceful, as the best lies include a grain of truth. Indeed, Israel did use Jordanian books to educate the local Arab population. However, Israel reprinted the books without the hate education. In fact, Jordan registered a complaint to the UN charging that Israel's changing the schoolbooks was a violation of international law, but the UN checked what Israel had done and approved it. The PA has put back into the old Jordanian education all the hate education that Israel had removed.
Moreover, as early as three years ago foreign governments offered money to the PA to reprint these old books without the hateful material. The PA turned down the money and refused to reprint them using a variety of arguments, the first of which was: "Don't get involved in our education - it is our Palestinian heritage." These hateful Jordanian books are republished today unedited by the PA by choice and the PA must stop passing responsibility onto others for the hate content.
Finally it should be stressed that all the books cited here were written during the most optimistic periods of the peace process, before the violence began in September 2000. They are not a reflection of the war, but were a great contributing factor to the war. The ongoing attempts to defend PA schoolbooks are tragic, as the PA is using these arguments to justify their indefensible hate education, and to refuse to improve their books. The PA is planting the seeds of the next war in their youth, and the defenders of PA hate education, including Israelis, are nurturing those seeds of war.
EU money to be denied for PA schoolbooks (2.11.01)
By Herb Keinon, Jerusalem Post
A group of pro-Israeli members of the European Parliament attached a rider to an EU budget line this week saying EU money must not be provided for Palestinian textbooks if they contain material that is anti-Semitic or incites hatred.
Foreign Ministry acting spokesman Emmanuel Nahshon said this is the most significant victory yet in the battle against funding Palestinian Authority textbooks that includes incitement against Israel.
The budget line, B7-42, allocates some 45 million euros for programs to promote the peace process in the Middle East, money which has in the past been used for Palestinian textbooks and other educational activities in the PA.
The amendment to the budget line reads this money must not be "for activities, projects, and programs that promote principles or opinions that are not consistent with the basic values of the European Union. On the contrary, this money is to be used only for projects that support peace, understanding, reconciliation, and a decrease of hate."
In an explanatory note accompanying the rider, it was written it is forbidden for the EU to support text books that include racism and anti-Semitism, and that the European Commission must ensure that the money is not being used for publishing textbooks that contradict basic European values.
The European Parliament is the body that approves the EU's massive budget, and is the one function that gives the parliament any real power.
Nahshon said the passage of this amendment is a "small step but a moral victory," and he hopes this will serve as a precedent for other European countries who provide money to the PA educational apparatus via bilateral ties.
Nahshon said the passage of this amendment was the result of intensive diplomatic activity by Israel's mission to the EU in Brussels, and the work of a number of European Parliament members determined to fight incitement and anti-Semitism in the Palestinian textbooks.
Knesset panel: End funding for inciting PA texts (12.2.02)
By Tovah Lazaroff, The Jerusalem Post
JERUSALEM (February 12) - The Knesset Education Committee is asking leaders of democratic countries to withhold funding for Palestinian education until the Palestinian Authority cleans up its textbooks, whose anti-Israel sentiment, the committee said, is fueling Middle East violence.
In a sharply worded attack on Palestinian textbooks, committee chairman Zevulun Orlev (National Religious Party) said yesterday they are a "hotbed for the growth of martyrs and suicide bombers."
The books and the PA's educational system promote hatred rather than peace or tolerance, Orlev said. Nor do they recognize the State of Israel.
"Instead of erasing stereotypes they are passing them on to the next generation," Orlev said.
He based this on a report by the Center for Monitoring the Impact of Peace, which reviewed 55 new PA textbooks and two teacher's guides for grades 1, 2, 6, 7, and 11.
Although the report was released in November, the committee did not draw any formal conclusions on the matter until yesterday.
Asking that funding be withheld is counterproductive, said Gershom Baskin, co-director of the Israel-Palestine Center for Research and Information, in Jerusalem. He told The Jerusalem Post it will reduce the influence these countries have on the PA and push it to seek educational funding from Islamic fundamentalists.
Hussnia Jabara (Meretz) also opposed the committee's conclusions.
"[Orlev] took a one-sided look at the issue," Jabara said.
"There are definite problems with the textbooks. The PA should be educating to peace and it isn't," Baskin said. But there are problems with the report as well, he added.
The report exaggerates the problem and doesn't look at it in context, said Fouad Moughrabi, director of the Qattan Center for Education Research in Ramallah.
The report, he told the Post, distorted translation. It is "sloppy" and "not methodologically sophisticated."
The report quoted one textbook as saying "there is no alternative to destroying Israel," but Moughrabi said he found no such statement in the book. In another instance, a book dedication which said, "to those who have struggled to keep Palestine Arab" was translated as "to those who have struggled to expel the enemy from our land," Moughrabi said.
The textbooks "don't necessarily promote a love of Jews and Israel" and both are described as "occupiers," but the descriptions and the details could have been harsher.
"The books," he said, are an improvement over what was used before. "You have to look at them as a first effort," said Moughrabi, on leave from his job as an education professor at the University of Tennessee.
But Orlev said the committee accepts the report, which shows textbooks whose maps disregard Israel's existence and in some cases mark the area as Palestine. Jerusalem and other holy places are referred to as belonging either to the Muslims or the Christians, the report states. The struggle to liberate Palestine is not always limited to Judea, Samaria, and the Gaza Strip. And although there is no direct support of terrorist activities in the books, the report said, "fighters and martyrs are praised as the spearheads of the struggle." Jihad is also glorified.
Hil, Chuck Rip PLO Hate Books (15.6.2001)
From history books and maps to simple grammar exercises and language lessons, Palestinian children are being inculcated with hate for Israel
By Timothy J. Burger, DAILY NEWS
Sen. Chuck Schumer and Sen. Hillary Rodham Clinton called on President Bush yesterday to pressure Palestinian leader Yasser Arafat to end the Palestinian Authority's use of textbooks that exhort kids to commit violence against Israel.
"When the textbooks infuse them with a vitriolic fervor against Israel and the Jewish people," Schumer said, "how do you then say that they won't become people who strap bombs onto themselves and blow up innocent teenagers?"
"From history books and maps to simple grammar exercises and language lessons, Palestinian children are being inculcated with hate for Israel," Clinton said. "Hate is not something children are born with."
Specifically, they cited translations they said were from Palestine Liberation Organization-sponsored textbooks, such as the following ninth-grade lesson:
"One must beware of the Jews for they are treacherous and disloyal. Write in your exercise book an event showing the fanaticism of Jews in Palestine against Islam and Christianity."
Schumer said: "Hillary and I today are urging President Bush to press Yasser Arafat to end the use of hateful anti-Israeli rhetoric in official Palestinian statements, schoolbooks and newspapers and make that agreement a precursor to any future talks."
Textbook Incitement
by Avi Davis
In 1920, H.G. Wells, in his masterwork, "The Outline of History," described human history as a race between education and catastrophe. While the western world has progressively moved beyond the peal of that alarm bell, there are areas of the world where 80 years later it tolls as urgently as ever.
One of those areas is the Arabic world. Here education systems are riven with notions antithetical to the values of tolerance and understanding that are so intently promoted in the West. In recent years, the signal failures of those systems to reverse years of misguided teachings appear to be dooming the region to years of further conflict.
The most prevalent of those notions is anti-Semitism. Here government sponsored textbooks spout Jew-hatred on a level not seen since the 1930s in Germany. A recent report by CMIP (Committee for Monitoring the Impact of Peace - www.edume.org), a non-profit, non-partisan organization based in New York, found that of 58 children's textbooks used in the Palestinian Authority, not one mentioned Israel by name and none offered a map of the region that included the existence of the Jewish state.
In children's textbooks (most of which are Jordanian or Egyptian in origin), Jews are projected as "cunning", " deceitful," "disloyal" and "treacherous." They are alternatively described as "thieves," "wild animals" and "locusts." The Jewish state is referenced as "Occupied Palestine," "the Zionist entity," and "a Jewish racist administration."
The horrifying written examples abound. Take this translated quote from "Islamic Education for Fourth Grade, Part 2":
Learn from this lesson: the Jews are the enemies of the prophets and the true believers.
Or this tendentious examination question from "Modern Arab History for Twelfth Grade Part 1":
With an understanding of the racist and aggressive character of the Zionist movement, please summarize the similarity between Nazism, Fascism and Zionism.
Or this incitement to martyrdom in "Our Arabic Language for Fifth Grade":
The Jihad against the Jew is the religious duty of every Muslim man and woman.
Reviewing the plethora of material available through CMIP or the balanced reporting and translations of MEMRI (Middle East Monitoring and Research Institute - www.memri.org), it becomes patently apparent that Yasser Arafat's Palestinian Authority has embarked for years on a transparent attempt to fuel hatred of Israel and Jews among the most impressionable members of his populace.
The Oslo Accords had recognized the vital importance of education in fostering peace the two peoples. In the Cairo Agreement of 1994, Israel and the Palestinian Authority agreed to "ensure that their educational systems contribute to the peace between Israel and the Palestinian people."
A joint UNESCO- Palestinian institution known as the Palestinian Curriculum Development Center was established to implement this policy. It created a plan for a new education plan to begin in September 1999. Yet so far only token changes have been made to the Palestinian curriculum and most of the children's textbooks still derive from Egypt and Jordan.
BY CONTRAST
Israel, on the other hand, has done much to promote the concept of peaceful co-existence. Study of Arabic culture and language begins in elementary school, and the works of Arabic authors and poets, even those hostile to Israel such as the Palestinian Mahmoud Darwish, has been included in the curriculum. Workshops, proposed by the Israeli Ministry of Education "to promote tolerance, understanding and peace" are regular events in Israeli high schools, and incitement against Arabs or Palestinians is bitterly proscribed.
How one nation educates its children on the characterization of another will often determine the relations between them. Populations are not culturally prone to hatred -- they are educated toward it. It is significant that studies conducted of former Hitler Youth, now in their 60s and 70s, have revealed that the anti-Semitism inculcated in their earliest years remains embedded in that generation's psyche.
If that is true for elderly Germans, who today live in a society that is among the most liberal in western Europe, how much more so does it apply to Palestinians whose cultural vehicles from media to mosque are unfettered carriers of the anti-Semitic contagion?
The region is tragically destined to endure years of war and violence until Arab children are taught the values of peace. Those who are therefore quick to prescribe territorial compromise or negotiations as the stimulant for enhancing peace might pay heed to the words of President John F. Kennedy: "History has taught us that peace does not lie in characters and covenants alone. It lies in the hearts and minds of people."
(www.aish.com)
New PA Geography School Book: entire Israel is actually "Palestine"
The Palestinian Authority's Archeological & Tourism Ministry have published on
sunday (15.7.01) a schoolbook "Through all Palestine - The first tourist guide for
pupils". The book covers the "historical sites, the culture & heritage sites in
Palestine". The book considers all the land of the state of Israel as "Palestine".
The UN funded some of the costs for publishing this book.
The Palestinian tourism & Archeological Minister, Abdallah Hijazi, told the
Palestinian "Al-Yiam" Newspaper that the guidebook will interest everyone who
would like to learn about Palestine's heritage, religious, culture and the
"fortunes our Knaan & Palestinian ancestors have left us from the stone-age till the
establishment of the Palestinian Authority, which will rich our heritage
for the Palestinian national identity and for building the homeland."
Virulently Anti Semitic book in use in the new Palestinian Authority curriculum
In early September the Palestinian Autonomous Authority [PA] issued 15 new textbooks, comprising the full curricula for grades 1 and 6. The Center for Monitoring the Impact of Peace [CMIP] has reviewed these books and the preliminary findings that have been published in the world press show that these new books do not educate for peace. They do not reconcile with the existence of Israel as a neighbor state, Israel is still classified in these texts as a colonialist country that conquered "Palestine" in 1948. The maps of the Middle East in these books omit mention of Israel all the land between Lebanon and Egypt is labeled "Palestine".
However, far more severe is the virulent anti-Semitism found in old book "Our Country Palestine" (by Mustafa al-Deba'a, published in 1947 and expanded in 1965) which is in use in the new curriculum under the heading "activity" to teach about the children's towns ["Our Beautiful Language" for sixth grade, p.110]. With the aim of endearing "Our Country Palestine" upon the children, the new textbook devotes three pages to the book, heaping praises on both it and its author, proclaiming it a "Great Book" and elevating it and the story of how it was written to the level of a sort of Palestinian Epic. The "activity" includes going to the school or city library for the book:
The following are examples of the teachings from prominent locations in this "great book":
a banner on the title page of Volume I:
"There is no alternative to destroying Israel"
from the introduction to Volume II:
"Perhaps Allah brought the Jews to our land so that their demise would be here, as it was in their wars with Rome"
from the back cover of Volume I:
"[the book] will demonstrate the fraudulence of the Jewish claim, that Palestine is theirs by historical right, which is the greatest lie known to humanity. The Jews were foreigners who strayed to it, and their existence there was terminated 2,000 years ago. The Arabs, on the other hand, settled it in pre-historic times and subsequently ruled unceasingly for thousands of years..."
from the introduction (p. ix): "The Arabs, and not the Jews, are those who have the connection [to the land] and the right. The return of the Jews to Palestine and permitting them to establish a Jewish State contradicts history..."
the book is dedicated to:
"...those who are battling for the expulsion of the enemy from our land!"
from the introduction (p. viii): "It is undeniably conclusive from this part of the book that the Jewish claim to historic rights to Palestine has no justification, it is a deceitful and disproved claim with no parallel in history, it is a blatant lie... as to the attachment of the Arabs to Palestine and their historic right to it, this is eternal and clear... they have resided in it since the dawn of the land's history, before there were Jews in the world, their attachment has never been severed and continues to this day..."
and:
"The Jews entered our homeland and left it just as other transient nations have entered it and left it"
The book describes the evil of Jewry and their desire to dominate in language that is reminiscent of "The Protocols of the Elders of Zion", including exposing the Jewish goal "...to establish a global Jewish empire, whose territory will be not only from the Nile to the Euphrates and from Medina to Kuwait - the true goal of the Jews is to rob the majority of all the Arab homeland. [p. 11]
and:
"The Jews have no places left in Palestine they claim are holy sites to them except the Wailing Wall... the Moslems permitted the Jews, out of kindness and generosity, to visit this wall... as to what the Jews claim it is theirs, house of worship and cemeteries located in Palestinian territory, well these are the property of Christians and Moslems... Palestine, the gift of the heavens to the earth is today the subject of the heart's aspirations for Christian's and Moslems -representing half the world's population- and the struggle waged in it is not between Moslems and Jews alone, rather it is between Christianity and Islam on the one side, and Zionism on the other." [p. 9, 10-11]
banner on the chapter The Beer Sheba Region:
"The thieves wish to settle millions of Jews in the Beer Sheba region..."
subheading of the chapter; The Jews in Our Country:
"Palestine was never anything but an artificial environment for the Jews."
[vol. i, p. 543 -quote from Gustav Lubon]
Itamar Marcus, Director of PMW
MK Livnat was to have Told UNESCO About Palestinian Incitement
Education Minister Limor Livnat spoke to reportes from Paris today, where
she had ben scheduled to speak tomorrow at a UNESCO conference. Her speech
was to contain a call for an international crackdown on Palestinian
incitement in school textbooks. She said that she was ready with many
textbook samples teaching children violence and jihad. The audience was to
include Palestinians and representatives from Arab countries. Livnat was
heading the Israeli delegation to the 31st UNESCO conference, being
attended by 190 states, but she returned home after hearing of the
Israeli Minister Rehavam Zeevi's assassination.
Arutz-7 correspondent Haggai Huberman reports that indirect PA incitement
may even have led to this morning's murder of Minister Rehavam Ze'evi. The
PA's Amin al-Hindi, who planned the Munich massacre of 1972, announced
publicly in July that the PA demands the arrest of Ministers Ze'evi and
Lieberman "because we have information linking them to the killing of the
three members of the Idnan family." The reference was to a still-unsolved
drive-by murder of three members of one Arab family in the Hevron area at
the time. Huberman said, "This was a hint that the PA would not look
askance at an attack upon them, and might even give its backing to such
acts. Later, the PA's official Al Hayat al-Jadida newspaper repeated the
charges, and added that there was information linking them to the formation
of a terrorist organization. This is a level of incitement that cannot be
surpassed. It was clear that the PA would not be upset by an act like
today's murder... In addition, a list of wanted Israelis was published,
and it included Ze'evi..."
(UNESCO is the United Nations Educational Scientific And Cultural Organization)
Excerpts from The Palestinian Text-books
- "The return of the Jews to Palestine and permitting them to establish a Jewish State contradicts history."
(Our Country Palestine from the introduction, pg. ix)
- The book is dedicated to: ".those who are battling for the expulsion of the enemy from our land!"
(Our Country Palestine)
- "There will be a Jihad and our country shall be freed."
(Our Arabic Language for Fifth Grade)
- "There will be a Jihad and our country shall be freed. This is our story with the thieving conquerors. You must know, my boy, that Palestine is your grave responsibility."
(Our Arabic Language)
- "Remember: The final and inevitable result will be the victory of the Muslims over the Jews."
(Our Arabic Language)
- "Exercise: Distinguish between verb and noun clauses: `The land is our land and Jerusalem is ours.'"
(Our Arabic Language)
- "The honorable soul has two objectives: Achieving death and honor."
(Abd al-Rahim Mahmud's Song of the Martyr, Sixth Grade)
- "The Martyr rejoices in the paradise that Allah has prepared for him."
(Islamic Education for Seventh Grade)
- "The Jews claim that this is one of the places belonging to them and call it "The Western Wall", but this is not so."
(Reader and Literary Texts for Eighth Grade)
- "Racism: Mankind has suffered from this evil both in ancient as well as in modern times, for, indeed, Satan has, in the eyes of many people, made their evil actions appear beautiful.Such a people are the Jews"
(Islamic Education for Eighth Grade)
- "Lessons to be learned.One must beware of the Jews, for they are treacherous and disloyal."
(Islamic Education for Ninth Grade)
- "Subject for Composition: How are we going to liberate our stolen land? Make use of the following ideas: Arab unity, genuine faith in Allah, most modern weapons and ammunition, using oil and other precious natural resources as weapons in the battle for liberation."
(Our Arabic Language for Seventh Grade)
- "Martyred Jihad fighters are the most honored people, after the Prophets."
(Reading And Literary Texts for Tenth Grade)
- "The clearest examples of racist belief and racial discrimination in the world are Nazism and Zionism."
(The Contemporary History of the Arabs and the World)
