Report on Palestinian Authority School Books

July 11, 2001

Wednesday, May 3, 2000

The Center for Monitoring the Impact of Peace Report on Palestinian Authority School Books

http://www.edume.org

Introduction

The books reviewed in this report are published by the Palestinian Authority (PA) Ministry of Education. One privately published book is also included: an atlas published in 1998, which was approved by the PA. With this one exception, all the text books quoted in this report are published officially by the Palestinian Authority Ministry of Education and are used in their schools.

About the Books

Number of Books reviewed: 140
Publisher: Palestinian Authority Ministry of Education
Subjects: National Education (Civic Studies)
Grammar & Syntax
Language & Literature
History
Geography
Islamic Studies
Grades: 1-12

There are two categories of books: original PA publications and those based on books published in Jordan or Egypt. In the years Israel was responsible for education in the areas now under the PA, Israel likewise republished Jordanian and Egyptian books. However Israel republished them without the anti-Semitic and hateful material. Today it is the Palestinian Authority Ministry of Education which is solely responsible for the selection, editing and content of all the school books reviewed in this report.

The Study

The selections from the PA school books presented in this report have been chosen from peace-sensitive themes and are representative of a larger body of material with similar messages. Traditional Islamic teaching is not under critique even when it portrays Jews negatively. Nevertheless, it has been included when the editors have used the Islamic material as a basis for instilling explicit or hateful political expression. For example: "Lessons to be learned… One must beware of the Jews, for they are treacherous and disloyal." ["Islamic Education for Ninth Grade" # 589 p79]

Palestinian Authority Television

PA TV is under direct control of the Palestinian Authority. Sporadic viewing of PA TV during the months March - August 1998, revealed that many of the educational messages that appear in the school books are broadcast regularly on PA TV. Some of these have been included in the report.

Book editing policy and the appendix of sources

Editing of the text material for the report has been done for the sake of brevity without changing the context. All the texts that appear in the report appear in the appendix often with greater context. In addition the appendix includes numerous other texts with similar and related educational messages.

The Palestinian Authority School Books

Contents:

Introduction
I. The portrayal of Jews and Israel
1. Abusive terminology
2. The evil enemy
3. Denial of legitimacy
4. To be fought through Jihad (Holy War)
5. Israel does not exist on maps. Its place is marked - "Palestine"
6. Israeli cities are labeled Palestinian cities.
7. Israel's capital, Jerusalem, is called: the capital of "Palestine"

II. Education to Jihad - Holy War - and Martyrdom
1. Education to Jihad
2. Education to Martyrdom

II. Appendixes - Additional sources for in depth study.
1. Obligation to fight against Israel.
2. Instruction to fight for Israel's capital, Jerusalem
3. Hostile portrayal of Jews, Israelis, and Israel.
4. Denial of Israel's legitimacy and Jewish history
5. Promotion of Jihad and Martyrdom
6. Glorification of Personal Examples of Jihad and Martyrdom
7. The fall of the West and its replacement by Islam
8. Additional texts of interest

IV. The PA educational system
1. Background
2. Current System
3. Development
4. Tables

IV. International Aid for the PA Education System
V. The portrayal of Jews and Israel
1. Abusive terminology

Overview

A telling measure of a government's genuine interest in peace is the intensity with which it acts to replace hateful stereotypes with positive attitudes. Thus, it is disturbing that the following abusive terminology for Israelis, Jews and Israeli characteristics is being used in Palestinian Authority school books and being aired on Palestinian Authority television. [All sources and context appear later in the report.]

Palestinian Authority School Books

Jews and Israelis are:
Cunning
Deceitful
Treacherous
Disloyal
Wild animals
Jewish aggressors
Robbers
Locust
Thief
Enemy
Thieving conquerors
Thieving enemy
Enemy of prophets and believers

Israel and Israeli characteristics include:
A provocation to the Arab world
A racist Jewish administration
Zionist enemy
Oppressors
Occupied Palestine
Israeli danger
Zionist entity
Zionist greed
Zionist occupation

The map that replaces all of Israel is:
Palestine

Israeli regions cities and towns are:
"Israeli settlements in Galilee in northern Palestine"

Israel's Negev is:
"Southern Palestine" Palestinian Authority Television

Jews and Israelis are:
Deceiver
Cheater
Liar
Cancer
Terrorists
Mean
Brutal
Inhuman
Fascist
Racist
Genocidal

Israel and Israeli characteristics include:
Oppressors
Occupier
Israeli entity
Zionist entity
Jewish gangs

The map that replaces all of Israel is:
Palestine

2. The Evil Enemy
a) Overview
b) The Evil Enemy
c) Islamic Sources used to Create Stereotype
d) Misrepresentation of Modern Events
e) Palestinian Authority Television

a. Overview
Palestinian Authority school children are actively taught that the Jews and Israel are the enemy in a broad range of contexts. The school texts portray the Jew as the enemy of believers, the enemy of Islam, the enemy of the Arabs, as well as generally evil and dangerous. Jews are killers and robbers and have stolen Arab land. Modern events are misrepresented to portray Israel and Jews as the evil force in their world. Zionism is equated to Nazism. Together they are depicted as the prototype examples of racism. These themes also appear regularly on PA television.

b. The Evil Enemy
·1 "Complete the following blanks spaces with the appropriate word: The Zionist enemy - - [attacked] - - civilians with its aircraft. [Our Arabic Language, Part 2 for Third Grade #523 p..9]
·2 "Why do the Jews hate Muslim unity and want to cause division among them? Give an example of the evil attempts of the Jews, from events happening today." [Islamic Education for Seventh Grade p. 19]
·3 "The Jews … have killed and evicted Muslim and Christian inhabitants of Palestine, whose inhabitants are still suffering oppression and persecution under racist Jewish administration." [Islamic Education for Ninth Grade # 589 p. 182]
·4 "Who is the thief who has torn our homeland?" [Our Arabic Language for Sixth Grade Part One #553 p. 15]
·5 "Write in your exercise book: An event showing the fanaticism of the Jews in Palestine against Muslims or Christians." [Islamic Education for Ninth Grade p. 182]
·6 "One must beware of the Jews, for they are treacherous and disloyal." [Islamic Education for Ninth Grade p. 79] A section on Zionism is entitled:
?1 "Zionist Greed."
['Modern Arab History and Contemporary Problems, Part Two, for Tenth Grade #613 p. 49].

Even racism is defined through the Jews, while Nazism and Zionism are equated:
?1 "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 p. 95]
?1 "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, P. 123]
?1 "Understanding the racist and aggressive character of the Zionist Movement.
Summary of the similarity between Nazism, Fascism and Zionism." [The Contemporary History of the Arabs and the World, P. 92]
c. Islamic Sources used to Create Stereotype

At times, the hateful portrayal is based on Islamic sources. The children are taught to apply the traditional narratives to hateful teachings regarding Jews and Israelis today. Five examples:
?1 "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 #531 p. 67] ?
1 "From the Uhud expedition… a number of lessons can be learned…: Treachery and disloyalty are character traits of the Jews and therefore one should beware of them."
[Islamic Education for Ninth Grade #589 p. 87]


?2 "The Jews adopted a position of hostility and deception towards the new religion. They called Muhammad a liar and denied him, they fought against his religion in all ways and by all means, a war that has not yet ended until to day, and they conspired with the hypocrites and the idolaters against him and they are still behaving in the same way…" [Islamic Education for Seventh Grade p. 125]

?1 "In many cases these Jews acted according to their known cunning and deceit, and they incite wars [between Arab tribes]…" [Islamic Education for Ninth Grade # 589 p. 78]

?1 "Lessons to be learned: One must beware of civil war, which the Jews try to incite, and of their scheming against the Muslims." [Ibid. p. 94]

d. Misrepresentation of modern events
Modern events are misrepresented to portray Israel as active in an ongoing attack against Islam and the Arabs. Two examples: In 1969 an Australian [non-Jew] set the al-Aqsa Mosque in Jerusalem on fire. Yet, the children are taught that Israel did it.

?1 "This arson is a further chapter in the Zionist plot, whose aim is to take control of this Islamic holy place, the Dome of the Rock and the whole area of the Jerusalem sanctuary and to destroy all that is holy to Islam." [Reader and Literary Texts for Eighth Grade #578 p. 97]

The Zionist movement has never called for the expulsion of Israel's Arab citizens. Yet the books teach that Zionism calls for this "expulsion":
?1 "Zionism is a political, aggressive and colonialist movement, which calls for the Judaisation of Palestine by the expulsion of its Arab inhabitants …
[Modern Arab History and Contemporary Problems, Part Two, for Tenth Grade #613 p. 49]

e. Palestinian Authority Television
The same hateful portrayal of Jews and Israel found in the school books is promoted regularly on Palestinian television. There too, Israel is the cruel enemy:
?1 "Israel's mean, brutal, inhuman, fascist, racist, genocidal, cleansing wars…"
[PA television May 14, 1998]
?2 "The Jewish gangs waged racial cleansing wars against innocent Palestinians… large scale appalling massacres saving no women or children."
[PA television May 14, 1998]

?1 "One day they attacked… Attacked my country, They killed the old and slaughtered the young They burned the Koran and destroyed the house They marched upon my heart, you are my country"
[summer camp song - Palestinian Authority TV, July 19, 1998]

The Jewish-Israeli character is maligned:
?1 "The occupier as you all know is a deceiver, a cheater, moreover, he is a liar…"
[PA television May 14, 1998 , speech by Khalid Mismar, Deputy Political representative]
?1 Zionism is presented as "a cancer in the body of the nation". [PA television May 14, 1998]
?2 Israeli soldiers are "those terrorists
". [ PA television May 24, 1998] ?3 "…the terrorism that the occupying Israeli forces put into practice against our Palestinian nation since 1948." [PA television May 19, 1998]

3. Denial of Legitimacy

a) Overview
b) Fabrication of racist "Talmudic quote"
c) Denial of Jewish nationhood
d) Denial of ancient Jewish history
e) Denial of modern Jewish history
f) Denial of religious history
g) Creation of Palestinian history
h) Palestinian Authority Television

a. Overview

The Palestinian Authority school books have erased Jews from all contexts in Israel that are not negative and have even fabricated viciously racist statements, attributing them to Jewish sources. PA books describe Muslim and Christian religious, historical, and archeological sites but omit any reference to Jewish sites. Tourists who visit are Christian and Muslim but there is no mention of the Jewish tourists. The Western Wall of the Temple is called "al-Buraq Wall" but there is no mention of its Jewish history. A history book describes World War II, Hitler and Nazi racism while ignoring the Jews and the Holocaust.
["World History on Modern Times for Eighth Grade" #586 pp. 34-45]

b. Fabrication of racist "Talmudic quote"
"It is mentioned in the Talmud: "We [the Jews] are God's people on earth…[God] forced upon the human animal and upon all the nations and the races that they serve us, and He spread us through the world to ride on them and hold their reigns. We must marry our beautiful daughters with kings, ministers and lords and enter our sons into the various religions, thus, we will have the final word in managing the countries. We should cheat them [the non-Jews] and arouse quarrels among them, then they fight each other… Non Jews are pigs who God created in the shape of man in order that they be fit for service for the Jews, and God created the world for them [the Jews]."
[The Contemporary History of the Arabs and the World, P. 120]

c. Denial of Jewish nationhood

As part of the overall de-legitimization, the books deny the continuity of the Jewish nation and their place in Israel, by severing modern Jewry and modern Israel from their history in the land. The children are taught that the Jews are not a nation, but rather, a religious group:
?1 "who deluded themselves that their religious faith was sufficient to turn them into one nation."
[Modern Arab History and Contemporary Problems, Part Two, for Tenth Grade #613 p. 49].

d. Denial of ancient Jewish history
Thousands of years of Israeli - Jewish history and traditions and 2000 years of yearning to return to Israel, are likewise brushed away with:
?1 "The Zionists turn[ed] their attention towards Palestine as the national homeland of the Jews, while relying on false historical and religious claims."

[Modern Arab History and Contemporary Problems, Part Two, for Tenth Grade p. 50].

e. Denial of modern Jewish history

The establishment of the state of Israel is portrayed not as the authentic Jewish national movement but as a colonialist anti-Arab plot to split the Arab world. Though similar to imperialism, the chart below shows it is far worse:
?1 "The colonial powers regarded the Zionist Movement as the means for the attainment of their greedy colonial aspirations and saw Palestine as the base for the setting up of a Jewish state, thus tearing the Arab Homeland asunder and imposing their rule on it in order to exploit its natural resources. The European colonial powers spread the idea of Zionism among the Jews…."
[Modern Arab History and Contemporary Problems, Part Two, for Tenth Grade #613 p. 48].

?1 "The difference between Zionism and Imperialism:"
Zionism Imperialism
Zionism is not linked to land or country Colonies are an extension of the motherland

A tool for establishing a non-existent State A tool and means for serving a state which exists in effect Believes in the elimination of the original inhabitants Imperialistic behavior has not gone as far as the elimination of original inhabitants. Settlement based on the foundation of false religious and historical rights Based on foundations of economic interests"
[The Contemporary History of the Arabs and the World, P. 123]

Furthermore, Israel's legitimacy is denied from the first international recognition until today:

?1 "the Balfour Declaration [to establish a Jewish state- ed] is regarded as illegal…"
[Modern Arab History and Contemporary Problems, Part Two, for Tenth Grade #613 p. .51].

Israel is still called:
?1 "occupied Palestine." [Ibid. p. .95]
f. Denial of religious history
When the schoolbooks discuss sites of religious, historical, archeological and tourist interest, Muslim as well as Christian sites are included but not Jewish. Even the Jews' connection to the remnant of their holiest site, the Western Wall of the Temple, is denied:
?1 "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 #578 p. 103]
?1 "Jerusalem: I have many Islamic holy places and antiquities. This is al-Aqsa Mosque and this is the Dome of the Rock...To the west of the holy mosque you can see a vast stone wall called 'al-Buraq Wall', [Western Wall of the Temple -ed] to which the angel Gabriel, peace be upon him, tied the beast of the Prophet Muhammad on the night of his journey [to heaven -ed]..."
"As for my Christian holy places - the most famous of them are 'The Church of al-Qiama' [Holy Sepulchre-ed], next to the mosque of 'Umar ibn al Khatab, and the church of 'al-Juthmana' opposite al-Isbat Gate, outside the wall."
[Palestinian National Education for Third Grade #529 P. 14]

"Questions: ...

Write down the names of the Islamic holy places in Jerusalem.
Write down the names of the Christian holy places in Jerusalem."
[ ibid. Page 15]

?1 "The importance of Palestine arises from the fact that Allah has chosen it to be the centre of religions. It is the place where the Nazarene, 'Jesus the son of Mary, peace be upon him, was born and it is the place to which Muhammad, prayer and peace be upon him, was made to journey… Thousands of Christians come to Palestine in order to perform their religious duties …"

[Palestinian National Education for Fourth Grade #539, p.5]

?1 "Tourists from all over the world come to Palestine to visit its holy religious places... Muslims come to visit the first Qibla [direction of prayer] …. Christians come to visit Bethlehem, the birthplace of the Lord Messiah and the Church of the Holy Sepulchre in Jerusalem..." [Christian and Muslim sites are mentioned, Jewish sites are ignored- ed] [Ibid. p. 23]

g. Creation of Palestinian history

After erasing and ignoring Jewish history in Israel, it is replaced by the creation of an ancient Palestinian history":
?1 "Dear pupil, do you know who the Palestinians are?
The Palestinian people are descended from the Canaanites."
[National Palestinian Education for Fifth Grade # 550 p. 19]
To create a connection to Jerusalem before it was Israel's capital, the school books teach that the inhabitants of Jerusalem before the Jews were Arabs:

?1 "Jerusalem is an ancient Arab city, built by the Jebusite Arabs before Islam... " [Islamic Culture for Eighth Grade #576 p. 50]

?1 "Jerusalem: I am an ancient city, thousands of years old. I occupy a mountain plateau in the center of Palestine... My most ancient name, Jebus, is derived from the ancient Arabs, the Jebusites."
[Palestinian National Education for Third Grade #529 P. 12]

h. Palestinian Authority Television

Jewish religious and national history in Israel and Israel's legitimacy are denied on television, as well, going so far as to teach that the religion of ancient Israel was Islam.

?1 "Israel [of the Bible]… dwelled near Yemen… Their [Israel's] original religion in the days of our master Moses… it is strange that the Torah doesn't give it a name, and I almost dare say, that it is Islam… Mt. Sinai is Mt. Sinin in Yemen... All these events [of Israel in the Bible] did not happen in Palestine… 90% of today's Jews have no [biological] connection to the Israelites."
["Palestine: History and Tradition" - PA television May 26, 1998]

?1 "Jerusalem is a Palestinian Arab city, and it has no connection to Israel."
[PA television May 24 1998] Abd al-Rachman [PA official]

As in the texts, the Jewish history in the land of Israel is called: "false" "fake" "claims" and "allegations":
?1 "Palestine" is the "… beautiful and blessed homeland, raided by invaders who came from remote lands with false promises and fake contracts..…"
[ PA television, May 19, 1998]

?2 "At the conference… the Jewish claims and historical allegations in favor of their right to Palestine were noted and the historical right of Arabs over Palestine ever since the dawn of history were stressed..."
[PA television May 19, 1998]

Again echoing the school books, PA television presents Israel as a foreign colonial "entity":
?1 "The Israeli entity on our Palestinian land… the war of 1948 brought about the establishment of the Zionist entity on Palestinian land… they raped Palestine and planted the Zionist entity in her land as a colonial project." [PA television, May 14, 1998]

4. Israel must be fought through Jihad (Holy War)

a) Call to fight Israel
b) Impending victory of Islam and Arabs over Israel and the West
c) Palestinian Authority Television

a. Call to fight Israel
The calls to fight and eliminate Israel through Jihad (Holy War) and Martyrdom for Allah, appear frequently in the PA school books. In addition there is a separate recurring theme: the children are taught to fight and conquer Israel's capital, Jerusalem.

?1 "Know, my son, that Palestine is your country… that its pure soil is drenched with the blood of Martyrs… Why must we fight the Jews and drive them out of our land?" [Our Arabic Language for Fifth Grade p. 64-66]

This text follows a map of "Palestine" that replaces all of Israel.

?1 "…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 for Fifth Grade. # 542. p. 69-70]

In the poem "Palestine" the children are taught to wage Jihad (Holy War) against Israel:

?1 "My brothers! The oppressors [Israel -ed.] have overstepped the boundary. Therefore Jihad and sacrifice are a duty.… are we to let them steal its Arab nature… Draw your sword… let us gather for war with red blood and blazing fire…Death shall call and the sword shall be crazed from much slaughter… Oh Palestine, the youth will redeem your land…"

The books then ask questions to emphasize the message that Israel, the enemy, is to be fought and defeated:
"2. Who are the "oppressors" to whom the poet is referring in the first verse?
3. What is the road to victory over the enemy that the poet mentions?
4. The poet urges the Arabs to undertake Jihad. Indicate the verse in which he does so." [Reader and Literary Texts for Eighth Grade #578 p. 120-122]
?1 "If you look towards the city Jerusalem, you will see the Dome of the Rock with its beautiful golden color, and you will feel you have the responsibility to free the captive Mosque and the mourning Dome from the thieving conquerors."
[Our Arabic Language , Part 1, for 4th grade. p. 28]

?2 "What, in your view, is the way to liberate Jerusalem, enlightened by its liberation by the Muslims in the time of Saladin [who conquered Jerusalem in 1187 -ed.]" [Reader and Literary Texts for Eighth Grade p.102]
?1 "Bayonets and Torches
'…In you left hand you carried the Koran, And in your right an Arab sword… Without blood not even one centimeter will be liberated Therefore, go forward crying: 'Allah is great.'" [Ibid. p. 131-133] "The poem represents a reality lived by Palestinians. Explain this." [Ibid. p. 135]
?1 "Poems to Learn by Heart":
'Oh Jerusalem'
If the thief tears our homeland And our people driven from the land What is left but to call to Allah … Who will take hold the sword, without fear of death… Or will hold the flag at the head of great victorious army Lead by Al-Faruk…"[ 'Umar ibn al Khatab' who conquered Jerusalem in 638.]
[Our Arabic Language, Part One for Sixth Grade #553 p. 14]

Questions on Comprehension:

Who is the thief who has torn our homeland?
What, in the poet's opinion, is the way to liberate Jerusalem?
Can Al-Faruk lead an army? Why did the poet mention him?
[Ibid. p. 15]

?1 "Muslims must protect all mosques … and must wage a Jihad both of life and property to liberate al-Aqsa Mosque from the Zionist conquest" [ Islamic Education for Seventh Grade p.184]

?1 "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 Part A #566 p. 15]
?1 "What must we do to liberate Jerusalem?"
[Reader and Literary Texts for Eighth Grade. 578 p. 63]
·1 "What can we do to rescue Jerusalem and to liberate it from the thieving enemy?"
[Ibid. p. 99]

?1 "Make use of the following expressions, making logical sentences: Wise opinion the Zionist danger he called for a Jihad disaster remaining cool-headed."

[Our Arabic Language, Part One for Sixth Grade #553 p.29]

?1 "A Poem of Palestine
To Palestine greetings from Arab hearts…
Who has stubbornly and successfully resisted the chains of the enemies. For me - the promise of Martyrdom and Palestine is my song >From Jerusalem I shall build my ladder towards eternity." [Our Arabic Language for Second Grade , Part Two. #513 p.51]

?1 "The Muslim connects the holiness of al-Aqsa Mosque, and its precincts, with the holiness of the 'Sacred Mosque' and Mecca. Therefore, any aggression against one is an aggression against the other and to defend them is to defend Islam itself. Disregard of the duty in respect of them is a crime for which Allah will punish every believer in God and His Prophet." [Islamic Education for Eighth Grade #576 p. 50]

?1 "Fill in the appropriate word from among the following: they, he, she: ______ is the commander of the Muslim forces in the capture of Jerusalem." [Our Arabic Language for Second Grade , Part Two. # 513 p. 42]

The need to fight Israel, all of which is said to be on "occupied Arab land" becomes a religious imperative, with teachings like the following: ?1 "… if the enemy has conquered part of its land and those fighting for it are unable to repel the enemy, then Jihad becomes the individual religious duty of every Muslim man and woman, until the attack is successfully repulsed and the land liberated from conquest and to defend Muslim honor..." [Islamic Education for Seventh Grade #564 p.108]

b. Impending victory of Islam and the Arabs over Israel and the West Finally, the children are assured through their books that the victory of Islam and the Arabs over the Jews, Israel, the West and all religions are preordained eventualities:

?1 "Know, my son, that Palestine is your country... that its pure soil is drenched with the blood of martyrs … Just as this sacred soil returned to its owners [in the past], so will it return again thorough your courage and determination…" [The accompanying map of "Palestine" includes all of Israel.- ed.]

[Our Arabic Language for Fifth Grade. # 542. pp. 65-66]
?1 "Our brothers in Arab and Muslim countries felt the danger threatening us and joined with us in a noble Jihad... until the [Arab] Nation recruits its forces and there will be a Jihad and our country shall be freed, by Allah's will."
[Our Arabic Language for Fifth Grade. # 542. p. 69]
?1 "Remember:
-11 The final and inevitable result will be the victory of the Muslims over the Jews."
[Our Arabic Language for Fifth Grade p. 67]
?1 "This religion will defeat all other religions and it will be disseminated, by Allah's will, through the Muslim Jihad fighters." [Islamic Education for Seventh Grade. p. 125]
?1 "In the present period, which exceeds all previous periods in the material and scientific advances taking place, social, psychological and medical scientists in the West are perplexed by the worrying increase in the number of people suffering from nervous disorders... and the statistics from America in this matter are a clear indication of this…There is no escape from [the need for] a new civilization… The Western world is not capable of fulfilling this role…There is only one nation capable of discharging this task and that is our nation [Islam]... We do not claim that the collapse of Western civilization, and the transfer of the center of civilization to us [Islam] will happen in the next decade or two or even in fifty years, for the rise and fall of civilizations follow natural processes... Nevertheless [Western civilization] has begun to collapse and to become a pile of debris."
[Some Outstanding Examples of Our Civilization for Eleventh Grade p .3,12, 16].

c. Palestinian Authority Television
The promotion of violence against Israel is rampant on Palestinian television:
?1 "Jihad is the principle belief which will never end regardless of how many fall" [Palestinian Authority TV, July 12, 1998]
"…I came to you with my sword in hand…we will oust them [Israel] out to the sea. Your day is coming, conqueror, then we will settle accounts. Our accounts are unending in stones and bullets." [Summer camp poem- Palestinian Authority TV, July 2, 1998] [Young Girl- Palestinian Authority TV, July 7, 1998]
?1 "My brothers! The oppressors [Israel -ed.] have overstepped the boundary. Therefore Jihad and sacrifice are a duty.… are we to let them steal its Arab nature… Draw your sword… let us gather for war with red blood and blazing fire…Death shall call and the sword shall be crazed from much slaughter… Oh Palestine, the youth will redeem your land…" [This is the same poem quoted above from a school book. PA television May 14, 1998]
?1 "…every child carries Palestine in his heart, and in his hands he has a stone, a gun and an olive branch…" [PA television May 14, 1998]
?1 "This is our Palestine. We will defend it with blood." [Phrase is "typed" and "declared" numerous times daily - PA television May 1998]
?1 A spliced segment shows a youth throwing a stone followed immediately by a segment of an Israeli soldier being hit by a large rock. The clip was repeated 6 times, one after the other. [PA television May 18, 1998]
Echoing the school books, the ultimate victory over Israel is also promised: ?1 [Following a map of "Palestine" that replaces Israel:] "Palestine is the land of my forefathers Get out of it. Go away! Go Away! Oh occupier! You won't remain, you won't remain…" [Phrase is "typed" and "declared" numerous times daily - PA television May 1998]
5. Israel does not exist on maps.
Its place is marked - "Palestine."
a) In books and in schools
b) On PA Television

The Palestinian Authority school books and television use a map of the Middle East in which Israel does not exist and is replaced in its entirety by a state called "Palestine". The new atlas [privately published in Nablus in the Palestinian Autonomy] is approved by the PA for use in PA Schools.

a. In books and in schools
?1 Under the words "Our Country Palestine", the map replaces all of Israel
[Palestinian National Education for Second Grade #519 p. 21]

?1 The following are giant maps of "Palestine" erasing Israel prominently displayed at the entrance to two PA schools.
[Palestinian Authority television.]
?1 Map entitled: "Map of Palestine before and after the war of 1967" The purple [the State of Israel 1948-1967] is defined:
"The Arab lands conquered before 1967"
The Green [the West Bank and Gaza Strip] are defined: "The Arab lands conquered in 1967"
[Modern Arab History and Contemporary Problems, Part Two, for Tenth Grade #613 p. 66]

?1 Maps of the Middle East in which Israel does not exist and its area is marked "Palestine" appear on the following pages: 81, 84, 88, 89, 103, 107, 109, 110, 120, 122 and 124.
[Social And National Education for Fifth Grade, Part A #549 p. 107]
The chart in the new atlas lists all the counties in the world and their capitals. It includes Palestine whose capital is Jerusalem. Israel is not included.

Map entitled: Palestine, Political Map
The three areas are marked West Bank (green), Gaza Strip (green) and Occupied Palestine (yellow). [Atlas for the Arab World and the World, p.II]

?1 This map, which accompanies the lesson entitled "Palestine Our Homeland", encompasses all of the State of Israel and specifies numerous Israeli cities: Safed, Acre, Haifa, Tiberias, Nazareth, Bait Shean, Jaffa [southern Tel Aviv], Jerusalem and Beer-Sheba. - edit] [Our Arabic Language for Fifth Grade, # 542 p.64]

?1 "Palestine is situated at the very heart of the Arab Homeland, in the western part of the Continent of Asia, on the shores of the Mediterranean Sea."
[Palestinian National Education for Fifth Grade # 550 p. 7]

?1 The following drawing shows a woman waving the Palestinian Authority flag while in the background is a map of "Palestine" in place of all of Israel.
[National Palestinian Education for First Grade. # 509 p. 11]

?1 Nineteen times in this book, maps mark Israel as "Palestine". [Pages 12 , 20, 23, 36, 48, 50, 53, 55, 61, 66, 72, 73, 75, 80, 81, 88, 90, 115, 124] [Geography of the Arab Homeland for Sixth Grade #557]

b. On PA Television
Palestinian Authority television likewise displays the map of Palestine that displaces all of Israel numerous times daily. The following map appears at the beginning and end of every news report.

6. Israeli cities are labeled Palestinian cities Israel is "occupied Palestine."

a) Overview
b) Israeli Cities are called Palestinian cities
c) Israel is "occupied Palestine."
d) Israeli industry is presented as Palestinian industry.
e) Palestinian Authority Television

a. Overview
The entire land of the State of Israel, its cities including its capital Jerusalem, are often treated as "Palestine" "Palestinian" or "occupied Palestine". Events that happened in Israel are often said to have occurred in "Palestine". Israeli industry, such as "the citrus fruit industry" and "oil refineries… in Haifa and Ashdod", are presented as Palestinian industry.

b. Israeli Cities are called Palestinian cities
The following Israeli cities and regions are defined as Palestinian in one or more texts:
Safed, Tiberias, Haifa, Jaffa [a part of Tel Aviv], Ashdod, Nazareth, Beer Sheba, Bet Shean, Lod, Acre, the Negev, Shaar Hagai, Jezreel Valley, the Galilee and Southern Israel. Israel's border with Lebanon is "the border of occupied Palestine."
[All sources appear below.]

The following are examples:
?1 "After the River Jordan flows out of the Lake of Tiberias [Galilee] ... it passes on the west the plain of Bait Shean, which leads to the 'Bani 'Amer Valley', which has the best soil in the whole of Palestine…"
[Note: the said valley is the Jezrael Valley in northern Israel -ed] [Geography of the Arab Lands for Twelfth Grade #650 p. 49]
?1 "Explain the following: ...
The plain of 'Bani 'Amer Valley' is the most fertile of Palestine." [Note: the said valley is the Jezrael Valley in northern Israel -ed] [Ibid. p. 55]

?1 "Know, my son, that Palestine is your country ... its pure soil is drenched with the blood of martyrs because it is a land of glorious battles and wars: in Jerusalem … in Acre, in Haifa, … in Shaar Hagay … and in the Negev."
[Note: all are Israeli cities and regions -ed.]
[Our Arabic Language for Fifth Grade. # 542 p.65-66]
?1 "The Arab Homeland attracts tourism from all over the world. Some of the tourists come to visit the holy places, such as: Jerusalem, Bethlehem and Nazareth in Palestine…"
[Geography of the Arab Homeland for Sixth Grade #557 P. 79]:
?1 "Map of resorts: Palestine : Haifa " [Israeli city -ed.].
[Geography of the Arab Homeland for Sixth Grade #557 P. 83]:

?1 "Question: Jaffa is a Palestinian town captured by the Jews. Name three other Palestinian towns which were captured by the Jews."
[Note: Jaffa is an Israeli city- part of municipal Tel Aviv -ed.] [Our Arabic Language for Seventh Grade Part A #566 p.13]
?1 "…There is nothing to remind us, Jaffa still exists …and our blood is still spattered on its ancient walls while the robbers and the locusts feed off its bare fields…the road is twisting and full of obstacles and long; the faint of heart will not endure long on it. Jaffa, we shall return to you tomorrow…"
[Note: Jaffa is an Israeli city- part of municipal Tel Aviv -ed.] [Composition and Summarizing for Eighth Grade, # 581 p. 20]

?1 "Beautiful Jaffa
…And I said: I am enchanted by Jaffa: How good are the companions of Jaffa Palestine, O good mother - your daughters are all beautiful and goodly >From afar the wind has borne me to Jaffa… And I saw Lod spread out in the midst of its wells…" [Note: Jaffa and Lod are Israeli cities -ed.] [Reader And Literary Texts for Ninth Grade part 2. #592 Part Two Page 33]

c. Israel is "Occupied Palestine".

?1 "Following the growth in the Palestinian presence in Lebanon at the beginning of the 1970's, and its armed uprising against the Israeli occupation of Palestine, Israel acted - in collaboration with the Lebanese Phalange Party - to remove the Palestinians from Lebanon. … Israel declared that its aim was to remove the danger of attacks of the resistance on Israeli settlements in Galilee in northern Palestine" [the Galilee is Northern Israel - edit] …

[Modern Arab History and Contemporary Problems, Part Two, for Tenth Grade, #613 p. 70]

?1 "There is an additional problem arising from the fact that Israel is transferring water from the River Jordan to the south of Palestine." [Ibid p. 91]
?2 "These forces, [the Christian South Lebanese Army -ed.] with Israel's help, took control of a number of Lebanese villages close to the border of occupied Palestine." [Ibid p. 95]
?1 "There are migrations which take place because of the desire of the migrants to improve their economic standard of living, such as the migration to the Gulf area, and there are migrations that take place because of duress, such as that which took place from occupied Palestine." [General Geography for Seventh Grade, #569 p 60]
d. Israeli industry is presented as Palestinian industry. The children are often taught that Israeli industry is Palestinian, as in these examples:
?1 Chart 38: Produce of Fruit Trees in the Arab Homeland: Palestine has the most citrus trees, more than Morocco and Algeria.
[Geography of the Arab Lands for Twelfth Grade #650 p. 142] ?1 Table No. 10: Oil Refineries in the Arab Homeland: "Palestine: 2 oil refineries, refining 132 thousand barrels, in Haifa and Ashdod." [Ibid. p. 186]
e. Palestinian Authority Television
Israeli cities are presented as Palestinian cities on PA TV, as well. A young girl recited this on a children's program:
?1 "…The land is my land here is my house and I will build it… with my blood I shall water it… Haifa and Jaffa [part of Tel Aviv] and the land of Lod Jerusalem calls out and that's Acre calling for us… In the Galilee we have a sister whom we salute… and if Ashkelon calls out go find her… shall we neglect the Galilee and Beer Sheva?"
[PA television March 3, 1998]

A girl accuses Israel, the reference being to Israel of 1948 and not to the West Bank and Gaza.
?1 "Do you know what happened in 1948? They took everything! They emptied the room, broke the houses, they set fire to the forests, they changed the names… my country's name is Palestine."
[PA television, numerous broadcasts May 1998]
7. Israel's capital, Jerusalem, is called:
the capital of the "State of Palestine".

The Palestinian Authority school books teach their children that an independent "State of Palestine" already exists, independence day is celebrated yearly, and Israel's capital Jerusalem, is said to be the capital of "Palestine". Some examples:

?1 "The Capital of Palestine:
Jihad asked the teacher: What is our capital?
The teacher: Jerusalem is our capital.
Jihad: Does it have other names?
The teacher: Yes. The blessed soil…
Questions: What is our capital?
Write [a composition on]: Jerusalem Our Capital."
[Palestinian National Education for First Grade. # 509 p. 63]

?1 "Exercise: Distinguish between verb and noun clauses:
'The land is our land and Jerusalem is ours.'"
[Our Arabic Language for Fifth Grade. # 542 p.74]

?1 "Determine what is the subject, and what is the predicate, in the following sentences:
'Jerusalem is Arab.'"
[Our Arabic Language for Fifth Grade. # 542 p.167]

?1 Muntasar paid a visit to Jerusalem...
Jerusalem: "I am an ancient city, thousands years old. I occupy a mountain plateau in the center of Palestine..."
[Palestinian National Education for Third Grade #529 p. 12]

?1 "The Proclamation of the Palestinian State:
At the nineteenth gathering of the Palestinian National Council in Algiers it declared [the adoption] of a document proclaiming Palestinian independence. The following are extracts from this document:
The Palestinian National Council declares in the name of Allah and the Palestinian nation the establishment of the state of Palestine on our Palestinian land whose capital is Jerusalem…"
[ Palestinian National Education for Fifth Grade # 550 p. 39]

?1 "The second section will [bring] the general terms and administrative and legal institutions… in the State of Palestine."
[Palestinian National Education for Sixth Grade # 596 - Introduction p. 6]
[Note: This book discusses the state structures of the "State of Palestine" using the expression "in the State of Palestine"