Monday, April 09, 2007

To Religious Conflict:

February 2007
Written by
,
,
With PMW research staff
Itamar Marcus
Barbara Crook
Director, Palestinian Media Watch
Associate Director, Palestinian Media Watch
“Palestine’s war ended
with a catastrophe that is
unprecedented in history,
when the Zionist gangs stole
Palestine and expelled its
people from their cities, their
villages, their lands and their
houses, and established the
State of Israel.”
[Arabic Language, Analysis, Literature
and Criticism, grade 12, p. 104
“The Ribat for Allah is
one of the actions related to
Jihad for Allah, it means:
Being found in areas where
there is a struggle between
Muslims and their enemies...
the endurance of Palestine’s
people on their land…is one
of the greatest of the Ribat
and they are worthy of a
great reward fromAllah.”
[Islamic Education, grade 12, pp.86- 87]
From Nationalist Battle
To Religious Conflict:
New 12th Grade Palestinian schoolbooks
present a world without Israel
Palestinian MediaWatch
Email: info@pmw.org.il • Web: www.pmw.org.il
Table of Contents:
Executive Summary
The Report
………………………..…………………………….........……...…..3
Background
Findings
1. Fighting Israel until liberation - is religious battle of Islam…………..…………..…..…6
2. The “state” of “Palestine” exists in a world without Israel…...……………...………...9
3.Avisual world without Israel: on all maps “Palestine” exists, Israel does not ……....…12
4. Rejection of Israel’s right to exist: Israel’s founding was “a catastrophe that is
unprecedented in history ..……..…………….....…………...………...………...…13
5. Holocaust Denial:WorldWar II without a Holocaust………………..……….....…15
6. Palestinians depicted as victims of the racist “Zionist Enemy” ………………….......16
7. Terminology of disdain and demonization in schoolbooks………..……………...…18
8. Jihad and Shahada Martyrdom for Allah……………………………..………….….18
9. USA - enemy of Palestinians, leader of “Clash of Civilizations”……………...……....23
10. Minimizing the Peace Processes between Israel and its neighbors…………..…...… 30
Appendix 1: About the books - Palestinian Curriculum Development Center (PCDC) ..32
Appendix 2: Names of Palestinian Schools ……………………………………………33
Conclusion
2 Pa l e s t i n i a n Media Wa t c h
From Nationalist Battle To Religious Conflict
Executive Summary
Background
Findings
At the end of 2006, the Palestinian Authority (PA) Ministry of Higher Education
introduced new 12th grade schoolbooks, written by the Center for Developing the
Palestinian Curricula. The center is comprised of Palestinian educators appointed by
the Fatah governments of Yasser Arafat and Mahmoud Abbas, and directed by Dr.
Naim Abu Al-Humos, former PA Minister of Higher Education, appointed in 2002.
The center is backed by foreign funding, with special thanks to Belgium noted in the
new schoolbooks. Before the year 2000, the schoolbooks used in the Palestinian
Authority were primarily Jordanian and Egyptian books, republished by the PA.
Between 2000 and 2005, responding to widespread international criticism of the old
textbooks, the PA Ministry of Education issued new textbooks for Grades 1 through
11. This report by Palestinian MediaWatch reviews the following new schoolbooks for
Grade 12, recently introduced into PAschools:
Physical Geography and Human Geography
History of the Arabs and the World in the 20th Century
Contemporary Problems
Islamic Education
Arabic Language, Analysis, Literature and Criticism
Arabic Language and the Science of Language
Mathematics
Scientific Culture
PMW has found that the new 12th grade Palestinian schoolbooks make no attempt to
educate for peace and coexistence with Israel. Indeed, the opposite is true: The
teachings repeatedly reject Israel’s right to exist, present the conflict as a religious
battle for Islam, teach Israel’s founding as imperialism, and actively portray a picture of
the Middle East, both verbally and visually, in which Israel does not exist at all.
The following description of Israel’s founding represents the dominant dogma about
Israel in Palestinian schoolbooks:
Defining Israel’s founding as a “catastrophe unprecedented in history,” “a theft
perpetrated by “Zionist gangs,” together with numerous other hateful descriptions of
Israel as “colonial imperialist” and “racist", compounded by the presentation of the
conflict as a religious war, leaves no latitude for students to have positive or even








“Palestine’s war ended with a catastrophe that is unprecedented in history,
when the Zionist gangs stole Palestine and expelled its people from their
cities, their villages, their lands and their houses, and established the State of
Israel.”
[Arabic Language, Analysis, Literature and Criticism, grade 12, p. 104 ]
Pa l e s t i n i a n Media Wa t c h 3
neutral attitudes towards Israel. This negative imagery and religious packaging are
compounded by hateful presentations of Israeli policy. The young students are imbued
with a Palestinian identity as “victims” just by virtue of Israel’s existence. The wellmeaning
student is left with no logical justification or religious option to accept Israel as
a neighbor or to seek coexistence. Given the total rejection of Israel’s right to exist, on
nationalistic and religious grounds, Palestinian terror against Israel since Israel’s
founding in 1948 is defined as: “resistance…acts of most glorious heroism.”
PA educators teach that fighting Israel is not merely a territorial conflict, but also a
religious battle for Islam. The schoolbooks define the conflict with Israel as “Ribat for
Allah” – “
".
Israel is thus stigmatized as existing on Islam’s land, and fighting Israel is
transformed from an Arab nationalistic goal into an uncompromising battle for God.
Moreover, the youth are taught that their specific conflict with Israel - for
“Palestine” – is “one of the greatest of the , and they [Palestinians] are worthy of a
great reward from Allah”.
Beyond looking to the future, the educators have built a picture – both verbally and
visually – of the present world, a world in which Israel does not exist. “Palestine” today
is said to be a special “state” (Arabic “ ”=state, not a geographical region) with
water access to both the Mediterranean and the Red Seas, a situation possible only if
Israel does not exist. Likewise the
size of the “state” of “Palestine” is said to be more than 10,000 sq. km., which is the
figure one gets only if Israel did not exist, as the fullWest Bank and Gaza Strip total only
6220 sq. km.
Maps of the region likewise teach children to visualize a world without Israel, as Israel
does not exist on any map and its area is marked as “Palestine.”
Since all of Israel and all its cities are taught to be an “occupation” of “Palestine,” and
“Palestine” in all the school books replaces all of Israel, the following teaching can only
mean that Israel’s destruction is inevitable:
The terminology that the educators have chosen to use throughout the schoolbooks
reinforces the message that youth should not accept Israel as a neighbor with a right to
exist. The following terms all replace Israel, its founders, and status: “The Zionist
enemy;” “The Zionist entity;” “The enemy of this people;” “The Zionist gangs;”
[Arabic Language, Analysis, Literature and Commentary, grade 12 p 105]
[Islamic Education, grade 12, p.
86].
[Ibid, pp. 86-87].
[Physical Geography and Human Geography, grade 12, p. 105]
[Physical Geography and Human Geography, grade 12, p. 107]
[Arabic Language and the Science of Language, grade 12, p. 44]
Fighting Israel is a religious battle of Islam
The world without Israel - Israel does not exist at all
Terminology of Disdain
one of the actions related to Jihad for Allah, and it means: Being found in areas
where there is a struggle between Muslims and their enemies
Ribat
Ribat
Dawla
“Palestine will be liberated by its men, its women, its young ones and its
elderly.”
4 Pa l e s t i n i a n Media Wa t c h
“Zionist Imperialist plan.” Israel’s creation is “the occupation;” “stole Palestine;” “stole
its land;” “in 1948, when the Jews occupied Palestine.” Palestinians are said to suffer
from: “imperialist persecution, a life of exile, and the theft of freedom of thought and
culture;” “massacre” and much more. (All sources appear in report.) With these as the
educational messages, the next generation of Palestinian youth is actively being
prevented from having any reasonable possibility of accepting Israel as a neighbor in
reconciliation and peace.
The current relationship with the West is described as a “Clash of Civilizations”
between theWest, led by the United States, and the Islamic-Arab world.
Islam promotes Human Rights , the US and the
West, “the colonialist states, are taking advantage of it", “for interfering in the matters
of other states, as is happening in Afghanistan, Iraq, Darfur…” America and
Russia are guilty of “violations of international humanitarian law in Iraq and Afghanistan
and …in Chechnya.” Fighting against American and British soldiers in Iraq is
called “brave resistance to liberate Iraq” against “occupation.”
One of the most meaningful gauges of the ideology and aspirations of a people is the
education of its youth. For this reason, the new Palestinian Authority schoolbooks,
introduced in the end of 2006 by the Palestinian Authority (PA) Ministry of Higher
Education apparatus, are a continuation of the tragic disappointment of the earlier
books. Instead of seizing the opportunity to educate future generations to live with
Israel in peace, the PA schoolbooks glorify terror and teach their children to hate
Israel, vilify Israel’s existence and define the battle with Israel as an uncompromising
religious war. Instead of working to minimize the current hate, the new PA curriculum
is ingraining it into the next generation’s consciousness, and packaging the war against
Israel as existential, mandatory and religious. The new PA schoolbooks are
guaranteeing that the next generation will grow up seeing Israel as an illegitimate
enemy to be hated, fought, and destroyed, rather than as a neighbor to negotiate with
and to ultimately live beside in peace.
The US and the West - a “Clash of Civilizations”
Conclusion
[Contemporary
Problems, grade 12, p. 92.] [ibid, pp. 95-96]
[ibid, p. 101]
[ibid, p. 108]
[History of the Arabs in the
World in the 20th Century, grade 12, p. 147.]
Pa l e s t i n i a n Media Wa t c h 5
The Report
1. Fighting Israel until liberation - a religious battle of Islam
A. Conflict with Israel defined as Islamic Ribat
The PA schoolbooks teach that fighting Israel is not merely a territorial, nationalistic
conflict, but a religious battle for Islam. The educators define the conflict with Israel as
“ ” - a concept from Islamic tradition signifying Muslims defending the border
areas of Islam. Moreover, the youth are taught that their specific fight against Israel -
for “Palestine” - is “one of the greatest of the , and they [Palestinians] are
worthy of a great reward from Allah”. Palestinian use of violence against Israel is called
“ - resistance”
and is said to be legal according to international law. And after defining “Palestine” to
encompass all of Israel, Israel’s eventual destruction is assured: “Palestine will be
liberated by its men, its women, its young ones and its elderly”
. Hezbullah terror against Israel is likewise justified, as
one schoolbook rejects the UN ruling that Israel has withdrawn to the international
border, and likewise define Hezbullah’s terror as “resistance” against “occupation.”
The youth are taught to see themselves in the center of Islam’s struggle, and their
battle with Israel is said to follow a series of historic precedents in which Islam defeated
its enemies in this land, in what turned out to be critical battles for all Islam.
Ribat
Ribat Ribat
muqawama [Arabic Language, Analysis, Literature and Commentary, grade 12, p. 105]
[Arabic Language and the
Science of Language, grade 12, p. 44]
[Islamic Education, grade 12, p. 86]
[Islamic Education, grade 12, p. 87]
[Islamic Education, grade 12, p. 87]
Ribat for Allah: Islam urged Jihad for Allah, in order to defend the [Islamic]
Nation’s honor, greatness, and land. The Ribat for Allah is one of the actions
related to Jihad for Allah, and it means: Being found in areas where there is a
struggle between Muslims and their enemies... His staying on this land
strengthens the Muslims facing their enemies… The reward of the
[people in Ribat] is ongoing, as Allah, praise him, increases the [reward] for
his action until the Resurrection Day.
There is no doubt that the endurance of Palestine’s people on their land in
these days, and their persistence against the damage and the aggression they
endure – is one of the greatest of the Ribat [defending the border areas of
Islam], and they are worthy of a great reward fromAllah.
The reason for this preference is that the momentous battles in Islamic
history took place on its land [ today Israel and Syria] therefore, its
residents are in a constant fight with their enemies, and they are found in
Ribat until Resurrection Day. The history testifies that: The battle of Al-
Yarmuk decided the fight with the Byzantines, and the battle of Hettin decided
the fight with the Crusaders, and the battle of Ein Jalut decided the fight with
the Mongols.
Murabit
Al-Shaam –
6 Pa l e s t i n i a n Media Wa t c h
There will never be peace with Israel, as this battle is predetermined to continue:
The Islamic education cites a Hadith – Islamic tradition attributed to Muhammad - as
proof that the battle in “Palestine” is more significant for all Islam:
The questions at the end of the section reinforce the never-ending nature of the
conflict with Israel:
Since “Palestine” is defined in all schoolbooks as a state that replaces all of Israel, the
following teaching is anticipation of the destruction of Israel:
Beyond teaching that Islam glorifies their continuous Ribat, the books teach that
international law determines that fighting “colonial rule, foreign rule and racist
regimes… is a legitimate struggle.” These three categories to be fought – ‘colonial,
foreign, and racist’ – are all terms used in the schoolbooks to define Israel:
Accordingly, any attempt to stop this fight – that is, to stop Palestinians from fighting
Israel – is itself said to violate international law: “
” According to this, any
country fighting Palestine terror would be violating international law.
The residents of Al-Shaam [part of modern-day Israel and Syria] in general,
and Palestine in particular, are in Ribat until the Resurrection Day.
‘The Prophet (peace be upon him) said: It will turn out that you will be
recruited into fighting units: one in Al-Sham [today Israel-Syria] one in Yemen
and one in Iraq. I said: Which is best for me, Messenger of Allah? He replied:
Go to Al-Sham, for it is Allah’s chosen land’ (From Abu Dawud, Book of
Jihad...)
Questions for conclusion…
3. I will explain the meaning of the term‘Ribat’
4. The people of Al-Sham and Palestine are in Ribat until the day of
Resurrection. I will explain this
Palestine will be liberated by its men, its women, its young ones and its elderly.
[Islamic Education, grade 12, p. 87]
[Islamic Education, grade 12, p. 87]
[Islamic Education, grade 12, p. 87]
[Arabic Language and the Science of Language, grade 12, p. 44]
[See below,
History of the Arabs and theWorld in the 20th Century, grade 12, p. 6]
B. Palestinian terror is protected by the UN under international law.
To fight Palestinian terror is said to violate international law.
Any attempt to suppress the struggle
against colonial and foreign rule and racist regimes is considered as contrary to the UN
convention and the declaration of principles of international law.
Pa l e s t i n i a n Media Wa t c h 7
The judicial status of those who fight against colonial rule, foreign rule and
racist regimes:
- The General Assembly announced a number of basic principles related to the
judicial status of fighters against the colonial rule, foreign rule and racist
regimes:
* The struggle of the nations under colonial rule, foreign rule and racist
regimes, for their right to self-determination and independence, is a legitimate
struggle, fully complying with the principles of international law
* Any attempt to suppress the struggle against colonial and foreign rule and
racist regimes is considered as contrary to the UN convention and the
declaration of principles of international law…and the global declaration of
human rights, and the declaration of independence for countries and nations
under colonialism, and are a threat to international peace and security.
* The armed struggles that are an expression of the struggle of the nations
under colonial rule, foreign rule and racist regimes are considered as
international armed conflict.
The fighters of colonial and foreign rule and racist regimes, who fall into
captivity, will be considered as prisoners of war.
The Israeli forces withdrew from it [Lebanon] under pressure from the
Lebanese national resistance in 2000, except for the area of the Shab’a Farms,
which is still under Israeli occupation, and the Lebanese resistance for its
liberation continues.
[Contemporary Problems, grade 12, p. 105]
[The History of the Arabs and the World in the 20th Century, grade 12, p. 83]
“Armed struggle” is one of the Palestinian euphemisms for terror, including suicide
terror.
After Israel withdrew from Lebanon in May 2000 the UN recognized it as complete.
The PA school books reject this, teaching that Israel has not completed its withdrawal
and that the Hezbullah terror is “resistance,” fighting “occupation”.
C. Hezbullah terror is likewise defended as fighting “occupation”
8 Pa l e s t i n i a n Media Wa t c h
2. The “state” of “Palestine” exists in a world without Israel
Numerous verbal lessons in the new schoolbooks present Palestinian youth with a
vision of a world without Israel. It is important to note that in this and many of the
following examples, it is not a geographic area of “Palestine” that is being defined,
which could conceivably include Israel, but a “state” (Arabic “ ” = state) called
“Palestine” – in place of the state of Israel.
The “state” of “Palestine” is said to have water access to the Red Sea -- a situation
possible only if Israel does not exist.
Neither the Gaza Strip norWest Bank has access to the Red Sea. The Israeli city
of Eilat has access, and on Palestinian maps Eilat appears as part of Palestine .
The size of the State of “Palestine” is said to be more than 10,000 square
kilometers, which is not possible as long as Israel exists. This teaches youth to picture a
world without Israel.
If the full West Bank (5,860 sq. km.) and Gaza Strip (360 sq. km.) were
combined they total 6,220 sq. km. All the areas of Israel, theWest Bank and the Gaza
Strip together equal 26,990 sq. km.
The educators go to great lengths to insure that the youth picture the world
without Israel. They teach that their state is rectangular, again instructing the youth to
see Israel’s land as part of the State of “Palestine”.
Only Israel, theWest Bank and the Gaza Strip together form this “longitudinal shape".
TheWest Bank and Gaza alone are nothing like the shape being described.
Dawla
A.
Note:
B.
Note:
C.
Coastal states differ in termsof their access to water sources, such as…:
States located on sea coasts with accesses to two seas, for example: Palestine
and Egypt to the Mediterranean Sea and the Red Sea.
Classification of states according to [size of] territory…:
Small states: Range is between 10,000 to 100,000 square kilometers, for
example: Palestine, Lebanon, Jordan and Holland.
Classification of states in termsof their general shape…:
The longitudinal shape:
The shape of the state is close to a rectangle, which stretches longitudinally
from the north to the south, for example: Chile, Palestine, Sweden and
Norway.
[Physical Geography and Human Geography, grade 12, p. 105]
[Physical Geography and Human Geography, grade 12, p. 107]
[Physical Geography and Human Geography, grade 12, pp. 108-110]
Pa l e s t i n i a n Media Wa t c h 9
D.
E.
F.
G.
H.
Israel’s Jewish history and connection to the land are hidden. The following section
defines the Israeli cities of Jerusalem and Nazareth as “Palestinian cities,” with “holy
sites to Islam and Christianity.”
There is no mention of Jewish holy sites. Acknowledging Jewish holy sites in Jerusalem
would draw attention to the Jewish people’s history in the Land of Israel.
Israeli Arabs writing in Israel are said to be writing in “Palestine."
Israeli Arab poets Samih Al-Qasem and Tawfiq Ziyad are said to have been “in
Palestine”.
PA educators have chosen to define all of Israel’s cities, regions and natural resources
as part of “Palestine”. The following are examples:
[Editor’s note: Jerusalem and Nazareth are Israeli cities.]
An Israeli Arab poet and former member of the Knesset, Tawfiq Ziyad, wrote a
poem about his pride in remaining in Israeli cities Lod, Ramle and the Galilee Region,
yet the schoolbook cites him as having lived in “Palestine.”
Israeli cities are presented as Palestinian cities suffering under Israel and longing for
“return” of Palestinians. Haifa is an Israeli city and Jaffa is an Israeli city that is part of Tel
Aviv. The Palestinian demand that Israel accept millions of residents of refugee camps
as part of a settlement is one of the chief obstacles to peace.
Religious sites:
The Arab Homeland includes important religious sites, visited by Muslim and
Christian pilgrims from around the world, which encourages religious
tourism there, as in Palestine, where there are holy sites to Islam and
Christianity in Jerusalem, Bethlehem, Hebron, Nazareth and in other
Palestinian cities.
Some of the resistance poets in Palestine succeeded in combining between the
requirements of the revolutionary activity and the art of poetry…For
example: Samih Al-Qasem… Tawfiq Ziad…
There are holy sites to Islam and Christianity in Jerusalem…Nazareth and in
other Palestinian cities.
Here we remain...
in Lod, Ramle and the Galilee;Tawfiq Ziyad / Palestine.
[Physical Geography and Human Geography, grade 12, p. 143]
[Arabic Language, Analysis, Literature and Criticism, grade 12, p.115]
[Physical Geography and Human Geography, grade 12, p. 143]
[Arabic Language and the Science of Language, grade 12, p. 77]
10 Pa l e s t i n i a n Media Wa t c h
The storms glistened in his eyes, as he asked with a sigh, when the night cries
in the curvatures of the Carmel [mountain, Haifa region]: What do you feel?"
Samira Al-Khatib, Palestine
At the gates of Jaffa, ohmybeloved,
And the disarray of the remains of the houses
Among the ruins and the thorns
I stood and toldmyeyes:Oheyes
Let us cry
Onthe ruins of thosewholeft and disappeared fromthem
The house calls for the onewhobuilt it.
Israel built huge reservoirs…for the purpose of storing water from the Litani
River and distributing it to the ”
[Arabic Language and the Science of Language, grade 12, p. 12]
[Arabic Language, Analysis, Literature and Criticism, grade 12, p. 116]
[History of the
Arabs and theWorld in the 20thCentury, grade 12, p. 6]
[History of the Arabs and theWorld in the 20th Century, grade 12, p. 151.]
I. The word settlement (Arabic – ) is used exclusively today by
Palestinians to refer to illegitimate “settlement” on another’s land. For example, in the
schoolbooks the term is used to define “colonial imperialism.”
The schoolbooks likewise used the term – settlement – to describe Israeli
towns even within the recognized State of Israel. The Upper Galilee is in Northern
Israel:
mustawtana
mustawtana
mustawtana
settlements in the Upper Galilee region.
Pa l e s t i n i a n Media Wa t c h 11
3. A visual world without Israel: on all maps “Palestine” exists,
Israel does not
B. A map of the Arab world
includes Israel marked as
“Palestine”; Title of the map:
“Map Number 1: Some of the
tourist sites in the Arab
Homeland”.
[Physical Geography and Human
Geography, grade 12, p. 143]
C. A color map of the Middle East from Iran to Egypt. The
map indicates the names of all the states except for Israel,
which is renamed “Palestine.” In this map, a line marks the
West Bank, but the whole area including Israel is clearly
marked “Palestine” and Israel is not mentioned. The text
over the map reads: “For study: The Middle East…”
[Contemporary Problems, grade 12, p. 27]
Based on previous reports, not a single map in the entire Palestinian
Authority educational system labels any territory as “Israel,” even in the pre-
1967 armistice lines.
A. A map describing the Nile flow from Victoria Lake to the
Mediterranean Sea. The map indicates all the names of the states
except for Israel, which is marked “Palestine”.
[History of the Arabs and theWorld in the 20th Century, grade 12, p. 153.]
12 Pa l e s t i n i a n Media Wa t c h
4. Rejection of Israel’s right to exist: Israel’s Founding was
“a catastrophe that is unprecedented in history”
While “Palestine” is described as existing in a world without Israel, Israel’s founding is
taught and vilified as “a catastrophe that is unprecedented in history. The Zionist gangs
stole Palestine and expelled its people from their cities, their villages, their lands and their
houses, and established the State of Israel.”
Israel is described as foreign, colonialist, and imperialist. The youth are
taught that Israel’s creation was immoral and Israel unequivocally has no right to exist.
[Arabic Language, Analysis, Literature and Criticism,
grade 12, p. 104]
[Arabic Language, Analysis, Literature and Criticism, grade 12, pp 103- 104]
[History of the Arabs and theWorld in the 20th Century, grade 12, p. 6]
A.
B.
Youth are taught that Zionism is imperialism, and that its plan was to “expel” and
“exterminate” the Arabs.
The Palestinian educators define Jews as foreigners and colonialists in their own
country of Israel. While Israel is today a vibrant democracy with 11 Arab Knesset
members and one Druze, an Arab Minister and Supreme Court justice, the
schoolbooks liken Israel to the white minority regimes of South Africa and Zimbabwe,
calling it “racist.” [Note: The books cite South Africa and Zimbabwe as if the white rule
situations still exist.]
In July 1922, the League of Nations established the British mandate which
stole from the Palestinian inhabitants their right to manage their country’s
matters… Fromthen the immigration of Jews to Palestine was made easier, in
order to turn it into a Jewish state following the expulsion of its inhabitants
or their extermination. Faced with this Zionist Imperialist plan, Palestine’s
residents decided to initiate struggle and Jihad with their money, their lives
and their pens…
The struggle against the Mandate’s government and against Zionism lasted
until the [literally “The Catastrophe"] on May 15, 1948 [Israeli
statehood]. Palestine’s war ended with a catastrophe that is unprecedented in
history, when the Zionist gangs stole Palestine and expelled its people from
their cities, their villages, their lands and their houses, and established the
State of Israel.
Colonial Imperialism
The phenomenon of Colonial Imperialism is summarized by the existence of
foreigners residing among the original inhabitants of a country, they [the
foreigners] possess feelings of purity and superiority, and act towards the
original inhabitants with various forms of racial discrimination, and deny
their national existence.
Colonial Imperialism in modern times is centered in Palestine, South Africa
and Rhodesia [Zimbabwe]. Their existence presents a fateful challenge to the
peoples, upon whom they [the imperialists] impose themselves, in order to
gain land through every means, since land represents the physical base for
settlements, just as the settlers are their [the settlements’] human base.
Nakba
Pa l e s t i n i a n Media Wa t c h 13
C. Domestic Israeli policies are distorted to present Israel as racist – even
against Jews.
Colonial Imperialism
It should be noted that the imperialist entity’s policy of encouraging
immigration of settlers, does not open the gates to all who wish to settle, but
demands a specific kind of settler. This kind, in terms of South Africa and
Rhodesia (Zimbabwe) is the white European. As for Israel, it is preferable that
the Jew be European or American.
[History of the Arabs and theWorld in the 20th Century, grade 12, pp. 6-7]
[Note: More than 50% of Israel’s population consists of Jews from Muslim countries.
Israel has facilitated recent mass immigration of Jews from Ethiopia and many from
Asia.]
14 Pa l e s t i n i a n Media Wa t c h
5. Holocaust Denial: World War II without a Holocaust
The textbook teaches the military
and the political events ofWorldWar II in significant detail, including sections on Nazi
racist ideology, yet neither persecution of Jews nor the Holocaust is mentioned.
It is apparent that the PA educators made an active decision to exclude the Holocaust
from history. The new book writes selectively about the issues of the Holocaust, citing
Nazi racist ideology and restrictions the Nazis placed on “inferior” non-Aryan nations,
yet it makes no reference to the Holocaust or to Jews. The schoolbook even teaches
about the post-war trials of “senior Nazi leaders as war criminals” but make no
mention of the crimes for which the “war criminals” were on trial.
Separate sections of the history book are devoted to the events leading toWorldWar
II, the battles of the war on the Baltic Front, theWestern Front, the African Front, the
Russian Front, the Far East Front, the El Alamein battle, the defeat of the Axis forces,
and Japan’s defeat and the dropping of the atomic bomb. But in the PA educators’
version of world war history, there is no Holocaust.
History of the Arabs and theWorld in the 20th Century
[p. 46]
[The History of the Arabs and theWorld in the 20th Century, grade 12, p. 123]
[The History of the Arabs and theWorld in the 20th Century, grade 12, p. 46]
Lesson 3 – Racial Discrimination
(…)
Race Theory evolved during the thirties of the previous century, when the Nazi
movement appeared in Germany in 1933 and divided the nations into
superior and others who were inferior. It espoused the superiority of the
Aryan race, from which the Germans originated, passed racist laws and
limited the work positions to Germans alone, under the inference that [only]
they are equal in their rights and obligations, while others are subject to
special laws, which were imposed on them under the inference that they
were foreigners in its’ [German] land.
The Peace Accords (1945-1947): (...) – Potsdam Conference in 1945
(…) The Allied states established an international court to bring to trial the
senior Nazi leaders as war criminals.
Pa l e s t i n i a n Media Wa t c h 15
6. Palestinians depicted as victims of the racist “Zionist Enemy”
In addition to not recognizing the legitimacy of Israel, the textbooks demonize Israel’s
ongoing policies. Israel is termed “racist” and “the Zionist enemy.”
The UN vote that ‘Zionism is racism’ is said to be a result of Israel’s racism since
1948.TheUNvote that Zionism is racism is taught after the books list a series of Israeli
policies that it calls racist: the law of return and the law of assets of absent people, the
expropriation of lands, paving by-pass roads, occupying Jerusalem and its annexation
to Israel, demolishing houses, imposing a blockade, controlling water sources and
building the separation fence. Then it teaches:
Israel is presented as a having goals of conquering Arab states including Egypt, Iraq,
as far as Mecca.
Israel is termed the “Zionist Enemy:”
[Poem] “The Banished” /Abd Al-Karim Al-Karmi (…)
A.
B.
C.
D.
These racist operations that Israel carried out since its establishment in 1948,
motivated the UN to pass the resolution 3379 on November 10, 1975, which
views Zionism as a formof racism, and condemning all the racist operations
that it carries out against Palestinians. It is worth noting that the [UN]
decision was cancelled based on a US proposal on December 16, 1991,
following the repercussions of the second Gulf War [1991] and the beginning
of the peace process [Madrid Conference Oct 1991].
Due to their trespassing they believe that the Euphrates (river) is theirs, that
the Nile (river) and the Nobel Kaaba [in Mecca] are their borders.
The poet starts off his phrase with an irrational sentence: “Since the flower
does not get wounded, I killed the flower,” in order to express through it the
irrational reality the Palestinian nation lives in after its expulsion from its
homeland, the occupation of its land by the Zionist Enemy.
The poet expresses in his poem the Nakba [Catastrophe] that took place in
1948, when the Jews occupied Palestine and established their state on its
land, and banished the Palestinian nation into exile and to neighboring
states, after they tortured it, massacred, and stole its land, its homes and its
holy sites.
Whoever observes many of the historical monuments in our country these
days, including the ancient houses, turns away filled with sorrow, and how
can he not, as they [the monuments and houses] are exposed to many
dangers and violations. Among demolition attempts carried out by the
enemies of this people... Palestinian society is about to lose the characteristics
of its historical architecture...
[History of the Arabs and theWorld in the 20th Century, grade 12, pp. 125-126]
[Arabic Language and the Science of Language, grade 12, p. 80]
[Arabic Language, Analysis, Literature and Criticism, grade 12, pp. 122]
[Arabic Language, Analysis, Literature and Criticism, grade 12, pp. 108-109]
[Arabic Language, Analysis, Literature and Criticism, grade 12, p. 17]
E.
16 Pa l e s t i n i a n Media Wa t c h
F.
G.
This hatred is taught even in grammar lessons:
It is taught through grammar lessons that Israel expelled the Palestinians:
Examples of final vowels…:
Do not think the occupier has humanity.
I differentiate between a verb, that requires one object…
The Palestinians did not leave their homeland [willingly] to ask for protection
in other countries, but were forced.
It [the Palestinian people] has been suffering for decades from poverty,
imperialist persecution, a life of exile, and theft of freedom of thought and
culture.
[Arabic Language and the Science of Language, grade 12, p. 51]
[Arabic Language and the Science of Language, grade 12, p. 53]
[Arabic Language, Analysis, Literature and Criticism, grade 12, p. 104]
H.
Pa l e s t i n i a n Media Wa t c h 17
7. Terminology of Disdain and Demonization in schoolbooks
The terminology the educators have chosen for the schoolbooks demonizes Israel and
reinforces the rejection of Israel as a neighbor with a right to exist.
The following terms are used to refer to Israel, its founders and its ideology:
The following terms are used to refer to Israel’s creation:
The following terms are used to refer to the Palestinian condition:
“The s stole Palestine and expelled the inhabitants...”
“The occupation of its country by the …”
“...the occupied the rest of Palestine, theWest Bank and the Gaza
Strip...”
“...attempts carried out by the enemies of this people.”
“Faced with this , Palestine’s residents decided…”
“…the of its country by the Zionist Enemy…”
“The Zionist gangs and expelled…”
“…and , its homes and its holy sites.”
“ into exile”
“ its homes and its holy sites.”
“[suffering from] Imperialist persecution,
...”
Zionist gang
Zionist Enemy
Zionist entity
Zionist Imperialist plan
occupation
stole Palestine
stole its land
Banished the Palestinian nation
Massacred, and stole its land,
a life of exile, and the theft of
freedom of thought and culture
[Arabic Language, Analysis, Literature and Criticism, grade 12, p. 104]
[Arabic Language, Analysis, Literature and Criticism, grade 12, p. 122]
[Arabic Language, Analysis, Literature and Criticism, grade 12, p. 104]
[Arabic Language, Analysis, Literature and Criticism, grade 12, pg 17]
[Arabic Language, Analysis, Literature and Criticism, grade 12, p. 103]
[Arabic Language, Analysis, Literature and Criticism, grade 12 p. 122]
[Arabic Language, Analysis, Literature and Criticism, grade 12, p. 104]
[Arabic Language, Analysis, Literature and Criticism, grade 12, p. 109]
[Arabic Language, Analysis, Literature and Criticism, grade 12, p. 109]
[Arabic Language, Analysis, Literature and Criticism,, grade 12, p. 109]
[Arabic Language, Analysis, Literature and Criticism, grade 12, p. 104]
18 Pa l e s t i n i a n Media Wa t c h
8. Jihad, and Shahada – Martyrdom for Allah
The new PA schoolbooks teach and idealize Jihad – war for Islam – and Shahada –
death for Allah – as basic Islamic principles to which to aspire. Jihad and Shahada are at
times taught as general Islamic ideals, and at times focused against Israel. This
promotion is not limited to the formal Islamic education books, but is found in many
different schoolbooks. Often the original Islamic sources from the Quran or Hadith
are used as the tool of promotion.
Grammar is taught by analyzing a Quran verse whose message is that believers who
fight are said to be superior to those believers who do not fight.
[Note: Passage from Quran, Sura of Al-Nissa, verse 95]
A grammar book instructs the children to read carefully about the importance of
Jihad.
Islamic tradition presents many of Muhammad’s comrades as role models. The
schoolbooks present stories of the comrades as part of Jihad promotion:
Lesson 1: Situations in the life of the Sahaba, the Prophet’s companions
While is has been noted by detractors of Palestinian violence that their terror tactics
have been used as a model for terror worldwide, in one schoolbook Palestinian
A. Glorification of Jihad
1.
2.
3.
4.
Grammar Exercises:…
“Believers who sit at home, other than those who are disabled, are not equal
with those who strive and fight in the cause of Allah with their wealth and
their lives.”
I read attentively the underlined in the following:…
[Muhammad] God bless him and grant him salvation, said: “First and
foremost, Islam [lit. resignation to the will of Allah] its pillar, prayer and its
peak is Jihad.”
(…)
2. The realm of sacrifice and redemption
The honored companions of Muhammad would compete among themselves
in the realm of self sacrifice. None of them stayed behind in a time of Jihad for
Allah, unless there was a critical reason. They suffered injury for Allah, and
were unwavering. None of them minded the injuries to his body or [damage]
to his property. Their positions in this matter were numerous and famous. For
example:
- Suhaib Al-Rumi said about himself: “…He did not go on a journey without
me’, and he never went on a [military] raid without having me on his right or
left side.
[Arabic Language and the Science of Language, grade 12, p. 97]
[Arabic Language and the Science of Language, grade 12, p. 60]
[Islamic Education, grade 12, p. 92]
Pa l e s t i n i a n Media Wa t c h 19
children are taught to see other terrorists’ imitation of Palestinian violence as a mark of
distinction. The PA textbooks define acts of “resistance” as “acts of most glorious
heroism and sacrifice.”
The PA textbooks teach that everyone participates in Jihad, especially when it
becomes necessary, as with the war to fight Israel and liberate “Palestine.” The
textbooks also provide examples of disabled people, women and elderly who
participated in Jihad, presenting it as their right.
Every Palestinian will participate in the struggle for liberation.
People with physical and mental disabilities.
The rights of people with special needs in Islam:
Women and Jihad.
One of the most important subjects that the modern Palestinian poetry deals
within its latest stages is the tragedy of Palestine of 1948 [creation of Israel],
the loss, the expulsion, and the related disasters of Palestine’s inhabitants,
and afterward the resistance in which the inhabitants carried out acts of
most glorious heroism and sacrifice, which have become a lesson imitated by
resistance to colonialism, occupation and persecution around the world…
"Palestine will be liberated by its men, its women, its young ones and its
elderly.”
The right of participating in society: The care of Islam for the people with
special needs is not restricted to ensuring their needs, but takes interest in
making them feel their importance and their role in building the society. It
does not prevent them fromparticipating in all domains, including:
- Permitting them to participate in Jihad: Allah’s Messenger permitted Amr ibn
Al-Jamuh to participate in the raid of Uhud, despite the fact that he was lame.
Allah, may he be praised and glorified, exempted him from Jihad, but when
the Messenger saw that he insisted on going and strove to participate with the
Muslims in Jihad, and heard him say: “I want to march with my limp in
Paradise” – he permitted him to do so.
The participation of thewomanin Jihad
The woman participated in the field of Jihad, and would take care of the
injured Mujahidun [Jihad fighters], and would quench the thirsty… Some of
the women participated in battle against the infidels. There is Nusaybah bint
Ka’b … she fought for the Prophet in the Uhud raid with unparalleled
bravery…
“I left at the beginning of the day to see what people were doing, a water-
[Arabic Language, Analysis, Literature and Commentary, grade 12 p 105]
[Arabic Language and the Science of Language, grade 12, p. 44]
[Islamic Education, grade 12, pp. 153-154]
B. Encouraging all members of society to take an active part in Jihad and
“Resistance”
1.
2.
3.
20 Pa l e s t i n i a n Media Wa t c h
carrier at my side. And when the Muslims withdrew, I went to Allah’s Prophet
and began fighting, and I protected him with the sword, and I shot with the
bow [and arrow], until I was injured.”
Discuss: The Palestinian woman had a prominent role in the popular
resistance against the British mandate and the Israeli occupation. Hundreds
of female warriors endured arrests and torture, and deaths as
[female martyrs] for the protection of the Homeland.
1-2. The Prophet’s Hadiths
5 -…He[Allah] addressed your father face to face [after his death in battle],
[Allah] said: “Oh my servant, ask of me, and I will grant you.”
[Abdullah]: “Returnme to life, so I can be killed for you again.”
[Allah]: “I’ve already decided that they [the dead] do not return [to this
world].”
[Abdullah]: “Oh God, informthose afterme[the living].”
Allah, may he be praised and glorified, sent down this verse [in the Quran]:
‘Do not think that those who are killed in the name of God are dead. No,
because they are alive, and their livelihood is with God.’”
“The [future] Shahids in the Negev prison [in Israel] are competing among
themselves to create with their blood the dialect of death and life and to dip
their bodies in sand; Abd Al-Naser Saleh, Palestine”
Expressions of the Hardships [of Muslims]
Allah said: [Quran] “Do not say that those killed in the name of God are dead.
No, as they are alive, but you cannot conceive that: We will test you with
dangers and hunger and losses of property and of souls and of crops.”…The
verse clarifies that these Shahids are alive with their god, they are lively and
are delighted with happiness and the benevolence that Allah gave them, even
[Islamic Education, grade 12, p. 98]
[Contemporary Problems, grade 12, p. 53]
[Arabic Language, Analysis, Literature and Commentary, grade 12, p. 8]
[Arabic Language and the Science of Language, grade 12, p. 13]
Shahidas
C. Focus on Shahada – Death for Allah
2.
Shahada, Shahada
Shahid
or death for Allah, is an Islamic concept. The PA educators present
as an ideal to which all Muslims should aspire. A – often translated as “Martyr” -
is someone who has achieved Shahada. The textbooks cite the Quran and the Hadith,
traditions and sayings attributed to Muhammad, to glorify the aspiration to seek a
violent Shahada death. The textbooks also mention that Shahids are not considered
dead, but live on in Paradise, and their death is seen as a joyous wedding.
1. The glorification of the aspiration to seek Shahada.
Shahids are not dead but live on with Allah
Pa l e s t i n i a n Media Wa t c h 21
if we do not sense these lives, and we do not know their truthfulness, and
therefore [the Quran] forbade us to refer to them as ‘dead.’
Oh my Homeland, I won’t cry during this wedding, as our Arabness does not
want us to cry over the Shahids; Al-Mutawakkil Tah, Palestine
[Islamic Education, grade 12, p. 9]
[Arabic Language and the Science of Language, grade 12, p. 13]
3. The Shahid’s death as a wedding: The Islamic tradition that the Shahid is rewarded
with 72 Dark-Eyed Maidens in Paradise leads to the Palestinian textbooks’ describing
Shahada – death for Allah – as a “wedding.”
22 Pa l e s t i n i a n Media Wa t c h
9. USA: Enemy of the Palestinians and Arabs, leader of “Clash of
Civilizations”
A. USA – Enemy of the Palestinians and Arabs
Both from what the PA has included about the United States as well as what was
omitted, it is clear that the educational goal is to present the US as an enemy of the
Palestinians and Arabs. The schoolbooks teach that the US is a human rights abuser, a
violator of international humanitarian law, an “occupier” of Iraq, and other negative
characteristics. Those fighting American soldiers in Iraq are described as “a brave
resistance to liberate Iraq.”
The total message is that America is an enemy of Palestinians, Muslims, and Arabs
and a danger to world peace.
Important omissions add to the image of America as enemy. According to the World
Bank, by 2004 the US had given more than $1.3 billion to the PA and itsNGOs(by now
more than $1.5 billion), making the US the single largest supporter of Palestinians in
the world. There is hardly a Palestinian infrastructure that has not benefitted from US
aid, including schools, hospitals, universities, water systems, road development, sports
and more. Yet this US economic aid for the Palestinians was completely left out of the
schoolbooks. By contrast, American financial aid to Israel is taught and is presented as
an important indicator of alliance. The schoolbooks cite American economic aid to
Israel as one example indicating that Israel is America’s “strategic ally.”
But as stated, there is not one reference to the monumental
aid or the infrastructures that were built by the US.
Iraq, Libya, Sudan and the Palestinians are all said to be victims of US policy:
Its [US] policy with the Arab world is based on:
Controlling the oil, and preventing any Arab or outside hegemony on its
sources, and guaranteeing its export to the Western and industrial world at
reasonable prices.
Favoring Israel as a strategic ally in the area, and supporting it politically and
economically.
Prohibition of possessing nuclear weapons.
[History of the Arabs and the World in the 20th Century, grade 12, p.
147.]
[Contemporary
Problems, grade 12, pp. 21 -22]
[Contemporary Problems, grade 12, p. 21]
[Contemporary Problems, grade 12, p. 22]



Its blockade of Libya and Sudan, and the occupation of Iraq, and the problems
caused by it on all aspects of life, are simply the expression of this policy.
One cannot learn the way the US treats the Palestinian issue without studying
the nature of her relations with Israel; as these are relations of mutual interest
and strategic alliance of internal and foreign American politics: Israel finds in
America the major supporter and the most important ally in all aspects,
whereas the US considerably relies on Israel for her Middle Eastern and global
strategy. It could be said that the stern American strategic stance in favor of
Israel is what characterizes the American policy in the Arab region until today.
Pa l e s t i n i a n Media Wa t c h 23
B. “Clash of Civilizations”: USA and the West vs. the Arab-Islamic
countries
The war in Iraq is taught to be an “occupation,” and terror attacks against
US and British soldiers are “brave resistance.”
The depiction of the US as enemy is cemented as the new PA schoolbooks divide the
modern world into two camps: the West, led by the United States, and the Islamic-
Arab world. The current relationship is described as a “Clash of Civilizations”
TheWest is taught to be primarily responsible for
this tension, for numerous reasons, including colonialism, and the wars it has initiated
which it has justified in the name of “human rights.”
America and its wars against dictators, including the Taliban in Afghanistan after 9-11
and Iraq, its actions challenging Iran and Cuba, are all depicted negatively as selfinterest:
The textbooks teach that relations between Islam and the West weren’t always
negative. In earlier periods theWest and Islamic world had positive interactions, with
mutually beneficial exchanges of ideas:
Indeed, the high development of theWest today is attributed to the positive influences
of Islam:
[Contemporary Problems, grade 12, p. 92.]
[Contemporary Problems, grade 12, p. 21]
[History of the Arabs and the World in the 20th Century, grade 12, p. 147]
[Contemporary Problems, grade 12, p .91]
US wars against dictatorial regimes
Terror attacks against US and British soldiers are “brave resistance"
The mutually beneficial Influence between ancient cultures
The criterion that defines America’s foreign policy is its own strategic
interests. Therefore, its policy towards the world didn’t change during the
time of one American president or another, as is clearly apparent in
Afghanistan, Cuba, Iran and more.
The President of the United States, George Bush Jr., gave the Iraqi president in
2003 an ultimatum of 48 hours to leave Iraq, or face a war to disarmhim. The
Arab League rejected this ultimatum. The U.S. and Britain [forces]… stormed
Iraqi cities with the participation of military forces from different countries
and Baghdad fell. The Iraqis did not surrender to this occupation but
succeeded in organizing themselves and a brave resistance to liberate Iraq
began.
Most of the earlier cultures influenced one another… every side benefitted
fromthe achievements of the other…
24 Pa l e s t i n i a n Media Wa t c h
When the Muslims entered Europe, Al-Andalus [Spain] was one of the centers
for transfer of Islamic Arab culture into Europe. The Europeans took from the
Muslims whatever they needed in all aspects of life and began to develop it
until they got to where they are now.
[However] at certain times, the relations were characterized by a clash. The
clash of civilizations is not restricted to a certain period of time or to a specific
area, but it is found throughout generations and in all parts of the world. We
will present the clash of the modern West with the Islamic world as an
example of a clash of civilizations.
First: The Islamic Arab civilization that ruled over North Africa until the
fifteenth century… this [rule] spread the Muslim religion and limited
infiltration of theWest.
Second: The Ottoman Empire [created a geographical barrier]… this barrier
created a challenge for the Europeans, and they made a number of attempts
to infiltrate it. The successful attempts started after the development of naval
capability… These were the beginnings of the European infiltration into the
African continent and the Islamic world and Southeast Asia...The cultural
clash between the West and the Islamic world reached its peak when the
Europeans led military expeditions into Arab Islamic areas in the Nineteenth
century... The colonialism left behind problems that the Arabs and Muslims
are still suffering fromsince then and until today.
[Contemporary Problems, grade 12, p. 92]
[Contemporary Problems, grade 12, p. 92]
[Contemporary Problems, grade 12, pp. 92-93]
However, starting with Western colonialism, this mutually beneficial world has been
replaced by the “clash of civilizations” between the “modern West” and the Islamic
World:
1 - European colonialism
2 - Human rights abuses by the US and theWest
3 - International humanitarian law violations by the US andWest
4- The “tensions … following the events of September 11… ;” the European
prohibitions of Islamic Hijab headdresses in schools, the Danish cartoons of
Mohammed.
5 - TheWest is “not serious about having a dialogue” with the Muslim Arab world.
The Islamic world is said to have needed to protect itself from theWest for centuries,
and the early successes gave way to current Western military domination. This
“colonialism left behind problems that the Arabs and Muslims are still suffering from
since then and until this day:”
The causes of the current clash between theWest and Islam are said to be:
1. European colonialism
Pa l e s t i n i a n Media Wa t c h 25
2. Human rights abuses by the US and the West create a dilemma for
the Arab- Muslim world
The Arab-Islamic world is said to be in a dilemma in terms of its attitude towards
human rights. On the one hand, human rights are critical for progress, and Islam is said
to see this as an ideal:
Onthe other hand, the “colonialist” states – the United States, Russia, Israel and others
– are said to be using human rights as an excuse to violate human rights. The proof of
these violations: US involvement in Iraq and Afghanistan, Russia in Chechnya and Israel
in “Palestine.”
The educators, however, recommend promoting human rights in spite of “colonial”
abuses:
Thus the Islamic-Arab countries are presented as the ones who should defend human
rights and confront the abuses by the US, Russia, Israel and others.
Human rights recognized in Islam stand out as the most fitting, because the
Creator of man set them… There is a deep connection between the
preservation of human rights and the level of cultural development; a society
cannot evolve and achieve growth and stability, especially in this period of
time, without respecting its human rights.
An argument [among Arabs and Muslims] for the acceptance or the rejection
of the principles of this declaration [of Human Rights] is taking place … The
opponents of the principles rely on the following points:
• Absolute mistrust of anything coming from the West and the countries of
international domination.
• Prior conclusions that theWest uses the human rights principles as a means
for cultural invasion…
• Belief that human rights is nothing but an excuse used by the West and the
ruling states for interfering in the matters of other states, as is happening in
Afghanistan, Iraq, Darfur [Sudan], and more.
At the same time, the ruling states are ignoring the human rights violations in
other places, such as: Bosnia and Herzegovina, Chechnya, Palestine and
others.
...The human rights movement – even though the colonialist states are taking
advantage of it – is not an official [state] movement, but popular and global
… Similarly, the incorrect execution of the human rights principles by the
ruling states is not proof that the very idea is bad – but that the
implementation is bad... There is a need to confront whoever misuses the
slogan of the ’Human Rights’ movement instead of rejecting it.
[Contemporary Problems, grade 12, pp. 95-96]
[Contemporary Problems, grade 12, p. 101]
[Contemporary Problems, grade 12, p. 101]
26 Pa l e s t i n i a n Media Wa t c h
3. International Humanitarian Law violations by Israel, the USA, Russia
and West
4. The “tensions … following the events of September 11; European
prohibitions of Islamic Hijab headdresses in schools; The Danish cartoons
of Muhammad
The USA, Russia, Israel, and Serbia are singled out, and said to be responsible for the
international conflicts with Islamic countries and violations of international
humanitarian law.
A separate section in the PA books describes Russia’s conflict with Chechnya. It is
described as having originated when Chechnya fought against Russia Colonialism in the
18th Century and Russia “repressed their movement mercilessly.”
Russia is said to be violating human rights in Chechnya.
In one paragraph, a schoolbook lists the September 11 attacks by Al Qaeda, various
European prohibitions of Islamic Hijab headdresses in schools and the Danish cartoons
of Muhammad as causes of “the struggle between theWest and the Islamic world.”
The main problem in the implementation of the international humanitarian
law is that most of the global bloody conflicts in recent times are led by the
superpowers…
On one hand they sign accords that limit the effects of armed conflict and the
use of weapons of mass destruction, while at the same time these states are
leading wars and international conflicts, as happened with the Israeli
violations of the international humanitarian law in Palestine, and the
American violations of international humanitarian law in Iraq and
Afghanistan, and as it happened with the Russia violations of this law in
Chechnya, and what happened with the Serbs’ violation of the law in Bosnia
and Herzegovina, and more.
Today, the world witnesses tensions between the Islamic world and the West
following the events of September 11, 2001 and the collapse of the World
Trade Center Towers. The features of struggle between the EuropeanWest and
the Islamic Arab East intensified, because a number of European states
forbade Muslim girls to wear the Islamic Hijab [headscarf], and the
provocation of Muslim feelings with the cartoons in Denmark which offend
our Master Muhammad (Allah bless him and give him Peace), which were the
cause for the outbreak of protests in the Islamic and the Arab world
condemning the [cartoons], and steps were taken towards a financial
boycott, something which is likely to worsen the struggle between the West
and the Islamic world.
[Contemporary Problems, grade 12, p. 108]
[Contemporary
Problems, grade 12, p. 27.]
[Contemporary Problems, grade 12, p. 108]
[Contemporary Problems, grade 12, p. 93]
Pa l e s t i n i a n Media Wa t c h 27
5. The West is “not serious about having a dialogue” with the Muslim Arab
world.
A future look at cultural dialogue
Poverty in the Arab World
Poverty in the Arab world
Finally the conflicts continue because theWest is not serious about dialogue.
The schoolbooks include criticism of the wealthy Arab states, which along with the
West are responsible for poverty, and the lack of advancement in the Arab world.
(…)
As the US is said to be the main superpower in this clash of civilizations, playing the
dominant role in current events, US history is taught in greater detail, some negative
and some positive.
Much of the historical details of the early years of the US are accurate; however, other
teachings are intended to connect the establishment of the US with injustice. For
example, it is claimed that a majority of “local American-Indian inhabitants were
exterminated:”
Recently, a number of International conferences were held on the subject of
cultural dialogue. These attempts are based on the belief that dialogue – even
if there is a clash – is not impossible, even if theWest – which is the strong side
in the current equation in the conflict – is not serious about conducting a
dialogue… However, it is possible to spark a dialogue which will be
productive and fruitful in a several ways, such as mutual financial business
relations, through which we could drive a political and cultural dialogue.
Reasons for the spread of poverty in the Arab world:
• The colonialism and the regional division of the Arab homeland
• The dependency of the countries of the Arab world on the West, the
flooding of Arab markets with western products…
• Corruption plays an influential role in the rise of the percentage of
[people] below the poverty line
• Wealth is concentrated in certain Arab countries… and as such, it is
concentrated in a specific [social] stratum
• The spreading unemployment
• The lack of Arab economic integration
[Contemporary Problems, grade 12, pp. 93-94]
[C ontemporary Problems, grade 12, p.43]
USA Origins
28 Pa l e s t i n i a n Media Wa t c h
The U.S. Experience:
(…)
Among those who moved to America [in the Seventeenth Century] many
didn’t have a choice, such as Irish prisoners in Britain’s crowded prisons, and
Africans enslaved, and those religiously persecuted. Most of the local
American-Indian inhabitants were exterminated.
For in depth study: Between the years 1661-1774 about a million living
Negroes [Arabic- “Zanj"] were transferred [to America] while over nine
million died on the way fromAfrica.
Education [in America]
The education had an important role in the economic growth and the
improvement of the quality of life in the US… the US attracts talented
scientists fromall areas of the world, which assists its scientific development.
Religion
Approximately sixty percent of the Americans identify with organized
religious communities. Fifty-two percent are Protestant, 37% are Catholics;
the number of Jews reaches about 4%, and the Eastern Orthodox are about
3%. The number of the Muslims is small and reaches about 3%. The US
constitution strictly preserves the religious freedom of all American citizens.
Problems of American Society
Although the US is currently considered the most powerful country in the
world, the way of life there created a number of problems that the society
suffers from despite the efforts to solve and fight them such as: Alcohol
addiction, drug addiction, violence, crime and more.
[Contemporary Problems, grade 12, pp. 16-17]
[Contemporary Problems, grade 12, p. 17]
[Contemporary Problems, grade 12, p. 18-19]
Assorted Positive and negative teachings about the US
Before the portrayal of American foreign policy as anti-Arab and anti-Muslim, a brief
history of the US teaches about positive and negative aspects of American life.
Pa l e s t i n i a n Media Wa t c h 29
10. Minimizing the Peace Processes between Israel and its neighbors
There seems to be an attempt to minimize education about the peace processes
between Israel and its neighbors. In the book
there is great detail about the wars, the British Mandate period and
Israel’s establishment – but only minor reference to a peace process, while the Oslo
Accords are not even mentioned. In the book , there is nothing
in the extensive sections on Israel and the Palestinians about the peace process. It is,
however, mentioned in a section expressing criticism of US foreign policy, US
motivation in international affairs.
The treaty with Egypt is mentioned in two different books. One book presents a single
line, accusing the US as having “pushed” Egypt to sign:
Another book focuses on the Arab world’s opposition to the peace treaty:
The Israel-Palestinian Olso Accords are given very little mention. In a section
discussing US foreign policy, the books describe the signing of the Oslo Accords: “Due
to the political circumstances in the Arab region following the Second Gulf War, a
declaration of principles (the Oslo Accords) was reached in 1993… “ Although it is not
certain what the educators are hinting at, Yasser Arafat and the PLO were at their
weakest following the GulfWar, after Arafat’s support of Saddam Hussein’s attack on
Kuwait, which had lost the PLOits financial base of support.
Beyond this, the Oslo Accords are not mentioned, nor is the peace process.
History of the Arabs and theWorld in the
20th Century
Contemporary Problems
Israel – Jordan:
Israel – Egypt:
Israel – Palestinians:
Jordan signed a peace treaty with Israel in 1994. Both sides recognized the
borders between them according to the borders that the British Mandate set
up.
Extended negotiations, fromthe American viewpoint, will lead to a shift in the
military balance of power in the favor of one of the sides, or to a shift in the
political options during the negotiations. And so it pushed Egypt to make
peace with Israel in 1978.
The president of Egypt, Muhammad Anwar Al-Sadat, visited Israel. The Camp
David accord was signed in 1979. According to it, Israel withdrew from Sinai.
As a result, The Arab countries terminated their relations with Egypt and the
center of the Arab League was moved fromCairo to Tunis.
Due to the political circumstances in the Arab region following the Second
Gulf War, a declaration of principles (the Oslo Accords) was reached in 1993
for solving the problem of Palestine between the PLO and Israel, and it
[America] plays the lead role in the attempt to end the Palestinian-Israeli
conflict. Its latest political suggestion is the Roadmap plan.
[History of the Arabs and the world in the 20th century, grade 12, p. 84]
[Contemporary Problems, grade 12, p. 22]
[History of the Arabs and the world in the 20th century, grade 12, p. 88]
[Contemporary Problems, grade 12, pp. 22-23]
30 Pa l e s t i n i a n Media Wa t c h
Conclusions
One of the most meaningful gauges of the ideology and aspirations of a people is the
education of its youth. For this reason, the new Palestinian Authority schoolbooks
introduced in the end of 2006 by the Palestinian Authority (PA) Ministry of Higher
Education apparatus are a continuation of the tragic disappointment of the earlier
books. Instead of seizing the opportunity to educate future generations to live in peace
with Israel, the new PA schoolbooks teach their children to hate Israel and vilify Israel’s
existence while they glorify terror. Instead of working to minimize the current hate,
the new PA curriculum is ingraining it into the next generation’s consciousness, and
packaging the war against Israel as existential, mandatory and religious. The hate
indoctrination, combined with the definition of terror against Israel as “most glorious
heroism,” could be interpreted by some youths as recruitment manuals for terrorism.
The new PA schoolbooks are guaranteeing that the next generation will grow up
seeing Israel as an illegitimate state, an enemy to be hated, fought, and destroyed,
rather than as a neighbor to negotiate with, and to ultimately live beside in peace.
Pa l e s t i n i a n Media Wa t c h 31
Appendix 1: About the Palestinian Curriculum Development
Center (PCDC)
The Palestinian Curriculum Development Center was established in 1988 according
to the decisions of the Palestinian Authority government and the Palestinian Legislative
Council. The center is made up of teams of Palestinian teachers and professors, who
compose the textbooks.
Dr. Naim Abu Al-Humos has served as the head of the Palestinian Curriculum
Committee since its establishment and has continued in this position through the
publishing of the new books for grade 12, in 2006. Abu Al-Humos, a long-time
member of Fatah and observer to its Revolutionary Council, was appointed PA
Minister of Higher Education in 2002 and continued after PA Chairman Mahmoud
Abbas’s election.
In addition, the authors and supervisors who wrote the new books in 2006 are the
same teams of authors who have been writing during the years 2000 through 2005,
with slight additions.
It is significant that the current 12th grade books contain hateful ideology that has been
associated with Hamas – including denial of Israel’s right to exist, portraying the
conflict as religious Islamic, hatred of the US, picturing the world without the existence
of Israel and anticipating its destruction. But this ideology has been embraced and is
being taught to Palestinian youth by veteran Fatah educators, not by Hamas. It would
seem that these world views are not unique to Hamas, but reflect mainstream
ideology today in Palestinian society.
For more information about the Palestinian Curriculum Development Center see the
web site: http://www.pcdc.edu.ps/Arabic/
32 Pa l e s t i n i a n Media Wa t c h
Appendix 2: Names of Palestinian Schools
The Palestinian Authority transmits the ideological messages that are in the schoolbooks
through the names it gives to its schools. Schools are named after terrorist
murderers, and others are named for the cities of Israel that are presented as
Palestinian cities in the books. This listing is not complete as it is based on the school
names that appear in newspaper articles.
The most common school namePMWhas found is the name with at least
8 schools given her name. is the honored mother of Islamic tradition
because she expressed joy over the Shahada deaths of her children, as is explained in
the PAschoolbook for Grade 8 published in 2002:
1. The Girls Elementary School Bethlehem
2. The Girls Elementary School Jenin
3. The Girls Elementary School Nablus
4. The Girls Elementary School Han-Yunis
5. The Girls Elementary School Rafah
6. The Girls High School Absan Al-Kabira
7. The “ ” Boys School Nahalyn
8. Girls Elementary School Yatta Municipality
The most recently announced naming of a school is the “ ”
school just named in Yaa’bad (where the main street, whose repaving was paid for with
US foreign aid, is also named after Saddam Hussein).
1. The “ ” Girls High School – Gaza
2. The “ ” Girls High School – Al-Shyoh [Hebron]
3. The “ ” Girls Junior High School Gaza
4. The “ ” Junior High School Gaza
Al Khansah –
Al Khansah









“Al-Khansah witnessed the Battle of Al-Qadisiyah with her four sons. She
urged them to fight… They fought until all of them fell as Shahids. When the
news reached her she said, ’Praise be to Allah who has honored me by their
Shahada…’”
[Reading and Texts Part II, Grade 8, p. 13]
Schools named after Al Khansah “The Mother of Martyrs”
Al Khansah
Al Khansah
Al Khansah
Al Khansah
Al Khansah
Al Khansah
Mother of the Martyrs
Al Khansah
Martyr Saddam Hussein
Schools named after Palestinian terrorists
DalalAl-Mughrabi
DalalAl-Mughrabi
Hasan Salame
Salah Khalaf

Dalal Al-Mughrabi - A Palestinian female terrorist whose terror band hijacked a bus of vacationers
in 1978 and killed 37 civilians.
Ali Hasan Salame, commander of Fatah’s terror “Force 17” unit, was among the planners of the
murder of the Israeli athletes in the Munich Olympic Games.
Pa l e s t i n i a n Media Wa t c h 33
5. The “Shahid ” School Rafah
6. The “Shaihd [Abu-Iyad] Boys Elementary School Gaza
7. The “ ” Boys Elementary School Arabe, Jenin
8. The “ ” Girls Elementary School Arabe, Jenin
9. The “ ” boys high school Arabe, Jenin
10. The “Martyr ” school Han Yunes
11. The “ ” Boys High School Tel Al-Sultan, Rafah
The “Martyr ” Boys Elementary School Nablus
13. The “[Martyr] ” Boys High School Yaa’bad
14. The “[Martyr] ” Elementary School Jenin
1. The “Martyrs of Al-Zaytoon” - Boys Elementary School Gaza
2. The “Martyrs of Al-Montar” - Girls Elementary School Gaza
3. The “Martyrs of Gaza” - Boys Elementary School Gaza
4. The “Martyrs of Shiek Radwan” - Boys Elementary School Gaza
5. The “Martyrs of Al-Shati” Boys High School Shati refugee camp Gaza
6. The “Martyrs of Rafah” - Boys High School Rafah refugee camp
7. The “Martyrs of Han Yunes” -Co-ed Elementary School Han Yunes
8. The “Martyrs of Dir Al-Balah” - Girls High School Dir Al-Balah
9. The “Martyrs of H’zaa” School H’zaa
10. The “Martyrs of Bany-Sohila” - Girls High School Bany Sohila
11. The “Martyrs of Al-Marazi” School Al-Marazi, central camps
Abu-Iyad
Salah Halaf
AbuAli Mustafa
AbuAli Mustafa
Abu Jihad
Osama Al-Najar
Kamal Adwan
Saa’d Sayl
Izz Al-DinAl-Kassam
Izz Al-Din [Al-Kassam]
Schools named after Shahids - Martyrs in General


















– -

Salah Khalaf – a founder of Fatah, led the “Black September” terror branch and planned the
murder of the Israeli athletes in the Olympic Games and the murder of 2 American diplomats.
Abu Ali Mustafa – General Secretary of the terrorist Popular Front for the Liberation of Palestine
[PLFP]. Planned numerous terror attacks against Israeli civilians during the recent terror war.
Halil Al-Wazir, Abu-Jihad, one of the Fatah founding fathers, architect of Fatah terror operations
throughout the sixties and seventies. Masterminded dozens of terror attacks which killed numerous
Israelis.
Kamal Adwan – A senior Fatah leader in the Sixties.Was in charge for the Fatah terror attacks in
Israel.
Saa’d Sayl was a senior Fatah commander, who led the Palestinian terrorist forces which fought in
Lebanon during early 1980s.
Sheikh Izz Al-Din Al-Qassam, an influential Islamic preacher in British Mandate Palestine during
the 1930’s. He led a Muslim terror group.
The Hamas terror wing is named after him the Izz Al-Din Al-Qasam Brigades.
Osama Al-Najar Spokesperson of the “Al-Aqsa Martyrs Brigades,” the military wing of
the Fatah during the terror war – “second Intifada.”
34 Pa l e s t i n i a n Media Wa t c h
12. The “Martyrs of Jibalya” - High School Jibalya
13. The “Martyrs of Al-Aqsa Intifada” - Girls School Yata, Hebron
14. The “Martyrs of Dora” - Girls School Dora
15. The “Martyrs of Sorif ” - Elementary School Sorif
16. The “Martyrs” - Boys Elementary School Anabta, Tol Karam
17. The “Martyrs of Kitna” - Boys High School Kitna
18. The “Martyrs of Hizma” - Elementary School Hizma, Jerusalem
19. The “Martyrs of Silwad” - Boys High School Silwad, Jerusalem
20. The “Martyrs of Al-Aqsa Intifada” - Girls School Qalqilya
21. The “Martyrs of Al-Aqsa” School Qalqilya
22. The “Martyrs” Elementary School Qalqilya
1. The “Ramla” Elementary School Gaza
2. The “Jaffa” Elementary School Gaza
3. The “Ashdod” High School Gaza
4. The “Biet Shaa’n” co-ed. Elementary School Gaza
5. The “Jerusalem” Girls High School Gaza
6. The“UmAl-Faham” Girls High School Beit Laheya, Northern Gaza
7. The “Ein Harod” Girls Elementary School Gaza
8. The “Cisarya” co-ed. Elementary School Hager Al-Dyk, Gaza
9. The “Galily” Girls High School Gaza
10. The “Safad” Boys Elementary School Gaza
11. The “Al-Majdal” [Ashkelon] Girls Junior High School Gaza
12. The “Kastel” Boys Elementary School Gaza
13. The “Lod” Girls Junior High School Gaza
14. The “Nazarath” Girls Elementary School Gaza
15. The “Carmel” Boys High School Gaza
16. The “Jerusalem” Girls High School Rafah
17. The “Beer-Sheba” Boys High School Rafah
18. The “Shafaram” Girls High School Rafah
19. The “Haifa” Girls High School Han Yunes
20. The “Tiberius” Girls High School Han Yunes
21. The “Acre” Girls High School Han Yunes refugee camp
22. T he “Kishon” High School Jenin
23. The “Rosh Ha-Nikra” co-ed. High School Nablus district

Schools named after cities and locations in Israel
Pa l e s t i n i a n Media Wa t c h 35
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