Thursday, September 21, 2017

Failing grades…writes Michael Kuttner

The long summer vacation is over and pupils are bracing for a reluctant return to school.

By the end of the final term they will receive a report card detailing their achievements including comments on all facets of their year’s activities.

It seems timely to issue a report card on the achievements or in many cases the disastrous failures of those politicians and leaders who have been tasked with the responsibility of making the world a better place for all of us to live in.

Almost without exception these individuals who have been entrusted with protecting our welfare have earned grades so low that it does not feature on any scale. In the “olden days” they would have been either run out of town or tarred and feathered in the public square. All democratic societies can do these days is to throw them out of office at election time. Unfortunately this option is not available to those living under oppressive regimes. The inadequate and weak responses to international bullying and terror by democratic countries, has deservedly earned failing grades and explains why we are in the current mess.

Some examples should suffice to illustrate our present dilemma.

Amongst the most glaring affronts is the continuing performance of those whose purported aim is the establishment of a Palestinian Arab State. In a report released last week by MEMRI it has been revealed that the kleptocracy called the Palestinian Authority (our misnamed “peace “ partners) paid more money to jailed terrorists and their families than they paid out as welfare payments to needy individuals. Amounts handed to terrorists and their dependents exceeded US$3,300 monthly. Contrast this with the US$170 paid monthly to needy families. Payments to terrorists are made regardless of their financial status.

In 2016 the PA spent US$319 million on these terrorist stipends which amounts to 20% of the foreign aid it receives. The fact that millions still keep pouring into the bottomless coffers of the PA and that Abbas and his friends refuse to halt rewarding the murderers of Israelis illustrates how rotten the situation has become. In this case the UN deserves a z minus grade while Abbas should receive A plus for continuing to deceive and bamboozle a morally corrupt organisation.

With the commencement of a new school year Palestinian Arab children will be returning to their classrooms and once again immersing themselves in textbooks which delegitimize Israel and Jews. For a detailed analysis of this scandalous situation take a look at this report from the Center for Near East Policy Research:

http://israelbehindthenews.com/new-school-year-old-incitement-curriculum/16378/

Despite all this evidence, Canada and the USA have decided to restore funding to UNRWA and its educational institutions which teach a curriculum dedicated to Israel’s demise. Obviously the Obama/Kerry holdovers in the State Department are still in charge. Where is Donald Trump? Too busy tweeting it seems. Australia at one stage was going to hold hearings on foreign aid to UNRWA. This also seems to have vanished from the agenda.

Hamas this week boasted that its relations with Iran were now fantastic and that it was full steam ahead for manufacturing missiles and preparing plans for the liberation of all of occupied “Palestine.” This declaration drew nary a peep or tweet from the rest of the world. If anyone should have been awarded failing grades it was Obama and Kerry whose folly enabled Iran to receive billions and thus finance terror groups as well as developing the means to deliver weapons of mass destruction.

In this regard North Korea is a classic example of how to thumb ones nose at the world while developing missiles which threaten all and sundry. Top grades to the North Korean leadership which has exposed the impotency of those threatened. The Japanese can only resort to meaningless declarations, the South Koreans can only rely on the USA which itself is paralysed by indecision and an aimless void in how to thwart a bully which past US failures have empowered to threaten world peace. The Iranians are no doubt watching carefully and making notes on how to cheat and beat the powerless UN.

We have just been visited by the UN Secretary General. Although he is undoubtedly a sincere individual and can see for himself what reality on the ground actually looks like he is held hostage by an organisation which has been hijacked. He abhors the continual obsession with passing anti Israel resolutions but he cannot do anything about it. He is like a headmaster whose school has been taken over by thugs and bullies and is powerless to impose discipline and sanctions on those whose agenda is diametrically opposed to the original ethos of the body he nominally represents.

It is therefore no surprise to find that the majority of Israelis whose heads are not in some cloud cuckoo fantasy land hold the UN and its associated groups in utter contempt. Definitely a failing grade well and truly deserved.

Beyond a shadow of a doubt the most spectacular demonstration of someone failing to make the grade was displayed this week by the departing EU Ambassador to Israel. This Danish diplomat has been in Israel for four years and one would have thought that by now he might have internalised what it is exactly that is preventing peace. However, mesmerised by mirages of fantasy and being a proponent of European political correctness it is obvious that he has learnt nothing.

Thus on the eve of his departure he gave a press briefing which demonstrated yet again that Europe is doomed. His main advice to us unenlightened Israelis was to state with a straight face that we have a lot to learn from Europe as to how terrorism can be effectively combated. He then proceeded to explain that the campaign against terror required a “whole toolbox of instruments.” One of these tools was a strong security component which he admitted Israel excelled at. However there were other tools which included de-radicalization, working with social services and education. Presumably these latter three policies are so successfully employed by European countries that they could serve as examples for Israel to follow.

This latest “gospel” from the EU Ambassador elicited an excellent response from Richard Kemp, a former British military officer and an expert in fighting terror. He called it “chutzpah” and further went on to declare that “Israel has nothing to learn from the EU – in fact the EU is actually guilty of encouraging terrorism in Israel.” Its failure to articulate who is right and wrong in our war against Palestinian Arab incitement of terror is a perfect example of the EU’s failed moral compass.

Europe’s continuing refusal to identify the real source of terror now plaguing the continent and elsewhere means that this scourge will never be successfully combated and defeated.

It is mind-boggling to assert that we have much to learn from the EU when it comes to facing up to terrorism. The fact that its ambassador thinks so, gives him not only a failing grade but means that he will never graduate into the real world.

Michael Kuttner is a Jewish New Zealander who for many years was actively involved with various communal organisations connected to Judaism and Israel. He now lives in Israel and is J-Wire’s correspondent in the region.

Failing grades…writes Michael Kuttner

David Bedein asks UN Secretary General about war education curriculum used in UNRWA schools

​On August 30, 2017, A few hours after his visit to UNRWA in Gaza, the UN Secretary General António Guterres spoke at the Diaspora Museum in Tel Aviv, after which where Mr. Guterres reported that he had witnessed a “convocation of Gaza youth for peace”. ​

​Journalist David Bedein ​asked ​the UN ​Secretary General ​for his comment ​about the ​current war education ​curriculum now used in the UNRWA schools. Mr. Guterres expressed a genuine desire to learn more. Bedein promised to provide the office of the UN Secretary General with complete and full reports what now transpires in the UNRWA schools, and shook his hand.

Newsworthy in latest UNRWA school books: ​​ Replacing the term “Israeli occupation” with “Zionist occupation”

UNRWA  has always indoctrinated, implicitly though, that the pre-67 territories were part of sovereign Palestine and that they should be liberated as well. The new approach is that this issue is now stressed further by replacing the term “Israeli occupation” with “Zionist occupation”.

Please see the following references taken from the books.

References:

  1. Zionist occupation of Palestine started in 1948 and was completed in 1967.
  2. A precondition for solving the Palestinian refugee problem is ending Zionist occupation.
  3. The Palestinian refugees of 1948 will return to their former homes (in pre-1967 Israeli territory) which will become part of a restored Palestinian sovereign homeland.

1“Activity 1A: Let us look at the map below, conclude and later answer:
[Map of the whole country titled “Map of Palestine” with no modern Jewish cities]
Let us distinguish between the Palestinian cities occupied by the Zionists in 1948 and those ones they occupied in 1967…”


(Social Studies, Grade 7, Part 1 (2017) p. 56)

“We have learned:

-It is possible to solve the Palestinian refugee problem by way of ending the Zionist occupation and implementing the UN resolution No. 194 that provides for the return of the refugees to their cities and villages from which they were forced to emigrate and their compensation for their suffering and material and moral loses.”


(Social Studies, Grade 6, Part 1 (2017) p. 38)

“A Refugee’s Outcry
[A poem by] Harun Hashem Rashid

I shall not live as a displaced person
I shall not remain chained
I have a morrow, and tomorrow I will
Advance as a revolutionary [or: avenger – tha’ir in Arabic] and rebel
I shall not be afraid of the
Storms when they subdue the expanses
And of the hurricanes that
Hurl black destruction
I am the owner of the great
Right from which I make the morrow
I shall take it back, and restore it
As a precious and sovereign homeland
I shall shake the world tomorrow
And shall go as a singular army
I have an appointment in my homeland
And it is impossible that I forget the appointment”


(Arabic Language, Grade 5, Part 1 (2017) p. 85)

An Absurd Assertion: Israel Must Learn from Europe How to Deal with Terror

Lars Faaborg Andersen, the departing Ambassador of the European Union (EU) in Israel, is a nice, tall gentleman with a Danish accent. He is used to discussing the difficult subject of the relationship of the Union with Israel, which generally involves criticism about Israeli politics.

Mr. Andersen is now leaving his post, and in several interviews, he has expressed the same old criticism intermingled with a sincere appreciation for Israel and the wish to stay good friends. All beautiful sentiments, legitimately expressed.

There is only one thing that appears very strange and unexpected in his goodbye speeches. It is the totally absurd statement that “Israel has much to learn from us [Europe] in the war on terror.”  It’s not because I am the editor of a very recent book of the Jerusalem Center for Public Affairs, Lessons from Israel’s Response to Terrorism, that I feel compelled to answer Anderson.

It’s also because I am European, born in Florence, Italy. My many European friends always ask me how Israel has succeeded in being so brave over the decades in fighting and winning the struggle for its existence, even now when the country endures terrible terrorism attacks.

It’s simple: it’s an objective observation of not only the security mechanisms Israel has refined and adapted from one terror experience to another, but also the incredible ability to develop new ways to prevent terror and to check terrorists’ intentions by an innovative observation of society and cyberspace. Most of all it is the admirable resilience of the Israeli people: they are willing to stop with their own hands the terrorist, to save people in danger, to sacrifice without ever thinking of running away, to renew the regular pattern of life, avoiding too many grieving ceremonies and symbols of mourning, and to quickly reopen streets, coffee shops, museums, schools as if nothing happened.

Israel is better than anybody else in fighting terrorism. Otherwise, it simply would not have survived the wave of attacks that Europe now suffers. Israel suffers attacks on every possible front: from the air, in public squares, airports, streets, by fanatics of every kind – suicide bombers, Islamic organizations, lone wolves. This is why so many people from the European government to security services come to learn from Israel daily, on a regular and intense basis, on how to cope with terror.

I met Mr. Andersen at the King David Hotel when the Jerusalem Center presented Lessons from Israel’s Response to Terrorism to members of the diplomatic corps. We discussed the same subject, how Israel’s endures.

One of the ambassadors attending said, “Europe could never behave like Israel because the Israelis are ready to send their children to fight and even die, which the Europeans would never do.” A very harsh assessment. Even so, I can appreciate this point of view; it is ultimately human. Nevertheless, I responded with the unfortunate truth facing Europe, “You don’t send your children to die, but they are being murdered anyway.”  What choice does that leave the young people in Europe, who will find themselves in the middle of an attack without feeling like their Israeli counterparts – strong, prepared, and dedicated to their country?

An Absurd Assertion: Israel Must Learn from Europe How to Deal with Terror

Groups express concern as UNRWA boosts funding to Palestinians

Jewish organizations are urging the Canadian government to hold UNRWA’s feet to the fire to ensure that a $25-million allocation to help Palestinian refugees will not end up in the hands of Hamas, a terrorist organization that controls Gaza.

Several organizations contacted by The CJN said funds to help impoverished refugees would be money well spent, but they question whether that money will be diverted to Hamas and they called on the Government of Canada to put in place mechanisms to ensure it isn’t.

“Canadian aid should go to those in need, especially those impacted by the ongoing brutality in Syria, but it is crucial that this support actually reaches the most vulnerable. We remain troubled by links between UNRWA and Hamas, a terrorist group notorious for diverting humanitarian funds and materials for its own destructive agenda. We also have serious concerns about violations of UNWRA neutrality,” said Shimon Fogel, CEO of the Centre for Israel and Jewish Affairs (CIJA).

Fogel noted that since re-engaging with UNRWA, “Canada has put significant oversight measures in place. Initial reports indicate that this is having a positive impact, with UNRWA addressing serious problems raised by Canada, including terminating two employees linked to Hamas.”

Michael Mostyn, the CEO of B’nai Brith Canada, said, “Helping impoverished Palestinians in various Arab countries is certainly a positive, as many individuals do require assistance. However, according to a new report, UNWRA continues to facilitate anti-Semitism and the demonization of Israel. UNWRA’s highly-politicized environment actually obstructs the best possible service to the Palestinians.”

JSpaceCanada, a progressive pro-Israel organization, said Canada could help improve the prospects of peace by “improving the lives of people caught in the conflict.

“It is of great concern to us that UNRWA schools have allegedly been used in the past to teach hatred and to hide missiles and weapons for Hamas and other terrorist groups; but Israel has been reassured that Canada has promised to keep an eye on how its money is used. We urge Canada to keep that promise,” said Karen Mock, president of JSpaceCanada.

In the latest allocation to UNRWA, which follows a $25-million disbursement in November 2016, $20 million would go to “basic education, health and social services to Palestinian refugees and supporting improved neutrality… in its operations and among its staff, the majority of whom are also Palestinian refugees,” stated Global Affairs Canada.

Responding to CJN queries, Louis Belanger, director of communications for the Minister of International Development, said, “The Government of Canada does not tolerate any misuse or diversion of assistance to support terrorism. Accountability and safeguards are central to the management of Canada’s development and humanitarian assistance in the West Bank and Gaza.

“Canada is aware that UNRWA has faced criticism and allegations on controversial issues – some are based on fact, while others are unfounded. UNRWA schools use the textbooks of the jurisdiction in which they educate because students in UNRWA schools sit for local exams…UNRWA closely monitors and reviews the curriculum in its schools to ensure consistency with the values of the United Nations and with UNRWA’s expectations. When problematic issues are identified by UNRWA in the local curriculum, they provide enrichment materials and alternatives to give further context and represent UN values.”

However, Hillel Neuer, executive-director of UN Watch, a Geneva-based watchdog group, said “UN Watch is gravely concerned that Canada is yet again handing UNRWA millions of taxpayer dollars to fund teachers who endorse Hitler and advocate the murder of Jews.

“Despite a detailed report that I presented at Parliament in April, identifying 60 more UNRWA employees who preach anti-Semitism and jihadi terrorism, neither the Trudeau government nor UNRWA has informed us of a single UNRWA teacher who has been fired as a result. This calls into question Canada’s claim, when it announced its original $25-million funding in November, that UNRWA has a policy of ‘zero tolerance.’

“The government’s new announcement that UNRWA will be hiring a ‘neutrality co-ordinator’ is of little use so long as UNRWA sends the message that preachers of anti-Semitic hate and terror are welcome to teach before classrooms of vulnerable children.”

David Bedein, director of the Israel Resource News Agency and Center for Near East Policy Research, said the problems with UNRWA remain.

“The people who handle the money in UNRWA are Hamas. Hamas controls 100  per cent of the economy in Gaza,” he said.

Furthermore, the Center has examined school texts as recently as this August and it found books used in Canadian-supported UNRWA schools support a “war education curriculum” and a “wipe out Israel curriculum,” he said.

Bedein said “Canada could do something wonderful if they demanded accountability from UNRWA.”

http://www.cjnews.com/news/canada/groups-concern-unrwa-boosts-funding-palestinians

New school year, same old incitement curriculum

As the new school year begins, the Center for Near East Policy Research (CNEPR) has published a comprehensive study of Palestinian Authority textbooks used in UNRWA schools.

The study found that incitement and the encouragement of violence remain widespread in PA textbooks.

The study was commissioned by CNEPR Director David Bedein following a conversation with a US State Department official who denied that there was any incitement in the PA textbooks used in UNRWA schools.

“Exactly two years ago, a senior official at the US State Department called me a liar, to my face. He informed me that all the work that we had done on the Palestinian Authority textbooks used by UNRWA was one great fabrication, that the US government had checked out the PA textbooks used by UNRWA, and that they met the highest standards of peace education,” Bedein said.

“To respond to this, I asked my staff to purchase all PA textbooks used by UNRWA and to translate all the books, so that we could hand the results to the US Congress and to the Israeli Knesset.”

Bedein also contacted officials with the US Agency for International Development (USAID) in Jerusalem, who informed him that the US government does not examine the PA textbooks used in UNRWA schools “as a matter of policy.”

“In August 2016, officials of US AID in Jerusalem, which administers US financing of PA and UNRWA schools, informed the Center for Near East Policy Research that, as a matter of policy the US never examines the PA school books used in UNRWA schools and never vets PA or UNRWA teachers,” Bedein said. He added that the USAID officials said on the record that the organization “continues as a matter of policy not to look at the books, not to examine the books, on orders from the State Department.”

The US gives UNRWA $400 million in aid each year, approximately one third of UNRWA’s annual budget.

Dr. Arnon Groiss and Dr. Ronni Shaked, two veteran journalists with PHD’s in Islamic Studies, translated all PA textbooks used by UNRWA schools over the last year into English and Hebrew. The report was written by Dr. Groiss, who worked at the Voice of Israel Arabic Radio station for 42 years.

Last year, a White House official replied to a US journalist who inquired about the US view on the PA and UNRWA curriculum.

“While there is still work to be done, the Palestinian government has made significant progress in reducing inflammatory rhetoric and revising official textbooks. Over the past few years, the PA has helped improve the Palestinian curriculum, including textbooks that discuss human rights and the Holocaust, which has contributed to a better education for young Palestinians. The Palestinian curriculum is transparent, and all textbooks are available for review in Arabic on the website of the official Palestinian Curriculum Development Center. The Government of Israel even approves of and utilizes the Palestinian texts for schools in East Jerusalem,“ the White House official stated in an email to the journalist.

The CNEPR report found numerous instances of incitement to violence, anti-Semitism, and the denial of Jewish history in the translated textbooks.

One seventh grade social studies textbook published in 2017 accused the ‘Zionists’ of stealing all of Jerusalem from the Muslims, including the Western Wall, and pretending that there is a Jewish connection to the city and its holy sites.

“They annexed the Islamic features to the Zionist heritage list, as they transformed the Al-Buraq Wall into the Wailing Wall; they destroyed the Mugrabi neighborhood and changed its Arab-Muslim nature; they removed some of the Jerusalem city wall and put instead other ones with Zionist decorations and forms; they opened Jewish synagogues in Jerusalem’s Old City,” the textbook reads.

Another textbook published this year accused Israel of giving Palestinian Arabs cancer.

“For research: Studies indicate an increase of cancer cases in southern Hebron compared to other Palestinian areas. I will investigate the connection of that to its proximity to the Dimona reactor in the Negev desert,” the eleventh grade science textbook reads/

Bedein summarized the report’s conclusions. “War education thrives in the official educational curriculum of the PA, as used in the UNRWA schools in Judea, Samaria, Jerusalem and Gaza, even though the professed theme of UNRWA remains; PEACE STARTS HERE.”

For textbook excerpts, click here.

http://www.israelnationalnews.com/News/News.aspx/234485

When a US government official calls you a liar, you go on the offense.

Exactly two years ago, a senior official at the US State Department called me a liar, to my face. He informed me that all the work that we had done on the Palestinian Authority textbooks used by UNRWA was one great fabrication, that the US government had checked out the PA textbooks used by UNRWA, and that they met the highest standards of peace education.

Six months later, the White House issued a statement in a similar vein to a colleague in DC: While there is still work to be done, the Palestinian government has made significant progress in reducing inflammatory rhetoric and revising official textbooks. Over the past few years, the PA has helped improve the Palestinian curriculum, including textbooks that discuss human rights and the Holocaust, which has contributed to a better education for young Palestinians.”

To respond to this, I asked my staff to purchase all PA textbooks used by UNRWA and to translate all the books, so that we could hand the results to the US Congress and to the Israeli Knesset.

One of the ironies is that USAID in Ramallah wrote to us, saying that the US never examines the PA textbooks used by UNRWA…despite the fact that the US donates $400 million each year to UNRWA – one third of the UNRWA budget.

As a sneak preview, here are some items taken from the new PA Schoolbooks used in UNRWA schools, in the new school year that commences next week.

  1. The Zionist occupation started in 1856 (Social Studies, Grade 9, Part 1, 2017, p. 10)

“Since the Zionist movement established in 1856 its first settlement, known as ‘Montefioriyyah’ [Mishkenot Shaananim, built by Sir Moses Montefiore before the emergence of modern Zionism], south-west of the Jerusalem city wall, the series of division [actions] in Palestine has not stopped. It [i.e., the Zionist movement] established settlements that included training centers and arms depots. After the Catastrophe [Nakbah in Arabic] of 1948 it ruled over more than 78% of Palestine’s territory. More than 850 thousand Palestinians were made to emigrate and they and their families lived in refugee amps in Palestine and in the Diaspora. Nothing of it [Palestine] was left, except the Gaza Strip and the West Bank that were occupied [later] in 1967.”

  1. Zionists adopted Canaanite place names (Social Studies, Grade 6, Part 1, 2017, p. 54)

“The Zionist occupation named its own settlements by these Canaanite names, [thus] having stolen and forged Palestinian national heritage and history.”

  1. Zionism’s changes in Jerusalem (Social Studies, Grade 7, Part 1, 2017, p. 62)

“The Zionist occupation pursued a policy of erasing Palestine’s Arab and Islamic features in general, and especially in Jerusalem. Since the first day of Jerusalem’s occupation, the Zionists started to change the identity of this Arab-Muslim city and make it [a city] of a Zionist nature. They confiscated Palestinian land and built settlements there, harassed the Palestinian inhabitants in order to force them to leave Jerusalem, so that the settlers would come in their stead, demolished houses and forced the inhabitants to emigrate, took their identity cards and separated Jerusalem from its Arab environment. They annexed the Islamic features to the Zionist heritage list, as they transformed the Al-Buraq Wall into the Wailing Wall; they destroyed the Mugrabi neighborhood and changed its Arab-Muslim nature; they removed some of the Jerusalem city wall and put instead other ones with Zionist decorations and forms; they opened Jewish synagogues in Jerusalem’s Old City, and they are striving painstakingly these days to gain control over the Noble Shrine [Al-Haram al-Sharif – the Arabic traditional name of the Temple Mount] by letting the Zionist settlers to enter it daily in preparation for its complete takeover and cut any Muslim connection to this place that is sacred to Muslims.” 

  1. The Hebrew letter endangers Arab Jerusalem (Arab Language, Grade 10, Part 1, 2017, p. 17)

“This article draws attention to the dangers surrounding Jerusalem, such as the foreign centers that overlook its basins and suffocate its breath, the foreign wall that encircles its scope, the checkpoints that limit its movement and the Hebrew letter that threatens the nature of its culture. But Jerusalem is a genuine and sacred land that spits out the scum of foreigners and pretenders.”

  1. The Dimona reactor causes cancer in southern Hebron (Scientific Education, Grade 11, Part 1, 2017, p. 40)

“For research:

Studies indicate an increase of cancer cases in southern Hebron compared to other Palestinian areas. I will investigate the connection of that to its proximity to the Dimona reactor in the Negev desert.”

  1. The occupation releases boars to cause damage to the Palestinians’ crops (Social Studies, Grade 9, Part 1, 2017, p. 21)

“The occupation has transformed vast areas of the West Bank and the Gaza Strip into dumps of poisonous refuse and acted to pollute the Palestinian environment with radioactive and chemical materials, which has caused an increase of the averages of affliction with severe diseases, chiefly cancer. It [also] dumped their markets with spoiled goods beyond their expiration dates in the Zionist markets such as cars and foodstuffs, and released herds of boars that caused damage to the inhabitants and their crops…”

  1. The Zionist gangs (Arabic Language, Grade 9, Part 1, 2017, p. 23)

“…And the land – it changed its features out of anger, as if it could not bear the steps of those ones who broke into it without asking permission – Zionist gangs that came from a foreign world loaded with hostility and hatred to Arabs and Palestinians.”

  1. “Barbecue party” with Molotov cocktail (Arabic Language, Grade 9, Part 1, 2017, p. 61)

“…The neighbor: ‘the curfew does not include us in Al-Shurfah [neighborhood]. It is imposed on Al-Natarish [neighborhood]. It seems that there is a barbecue party with Molotov cocktails in one of the buses to the colony [Jewish settlement] of Psagot on Jabal al-Tawil mountain.'”

  1. Map titled “the Arab Homeland – Political” (Social Studies, Grade 9, Part 1, 2017, p. 5)

The whole country appears in one color with the name “Palestine” next to it.

  1. Caricature and the accompanying text (History Studies, Grade 11, Part 1, 2017, p. 60)

Let us think and examine:

Land is the pivot of colonialist Imperialism [verbally: settlement-oriented Imperialism – Al-Isti’mar al-Istitani in Arabic]. It strives as much as it can to take hold of it by all means, even by the extermination [ibadah in Arabic] of the inhabitants and their annihilation [ifna’].”

  1. A piece taken from a PA schoolbook issued in 2016 that talks of the extermination of the foreigners’ remnants in Palestine following its liberation (Our Beautiful Language, Grade 3, Part 2, 2016, p. 64)

The books issued in 2016 intensify the violent struggle for liberation of Palestine, which includes – for the first time in the PA curriculum – reference to the fate of 6 million Jews living in the country following its supposed liberation: the removal of the usurper [codename for Israel] and the extermination of the defeated remnants of the foreigners. This new element in the PA schoolbooks sounds the alarm most powerfully:

“Let us sing and learn by heart: The Land of the Noble Ones [Ard al-Kurama’]
[Photograph of the Old City in Jerusalem with the Dome of the Rock at the center]

I swear, I shall sacrifice my blood
In order to water the land of the noble ones
And I shall remove the usurper from my country
And shall exterminate [ubiyd] the scattered remnants [fulul] of the strangers
O country of Al-Aqsa [Mosque] and the Holy Place [haram]
O cradle of pride and nobleness
Patience, patience, because victory is ours
And dawn will peep out of darkness.”

Items Taken from the New PA Schoolbooks used in UNRWA schools, August 2017

  1. The Zionist occupation started in 1856 (Social Studies, Grade 9, Part 1, 2017, p. 10)

“Since the Zionist movement established in 1856 its first settlement, known as ‘Montefioriyyah’ [Mishkenot Shaananim, built by Sir Moses Montefiore before the emergence of modern Zionism], south-west of the Jerusalem city wall, the series of division [actions] in Palestine has not stopped. It [i.e., the Zionist movement] established settlements that included training centers and arms depots. After the Catastrophe [Nakbah in Arabic] of 1948 it ruled over more than 78% of Palestine’s territory. More than 850 thousand Palestinians were made to emigrate and they and their families lived in refugee amps in Palestine and in the Diaspora. Nothing of it [Palestine] was left, except the Gaza Strip and the West Bank that were occupied [later] in 1967.”

  1. Zionists adopted Canaanite place names (Social Studies, Grade 6, Part 1, 2017, p. 54)

“The Zionist occupation named its own settlements by these Canaanite names, [thus] having stolen and forged Palestinian national heritage and history.”

  1. Zionism’s changes in Jerusalem (Social Studies, Grade 7, Part 1, 2017, p. 62)

“The Zionist occupation pursued a policy of erasing Palestine’s Arab and Islamic features in General, and especially in Jerusalem. Since the first day of Jerusalem’s occupation the Zionists started to change the identity of this Arab-Muslim city and make it [a city] of a Zionist nature. They confiscated Palestinian land and built settlements there, harassed the Palestinian inhabitants in order to force them to leave Jerusalem, so that the settlers would come in their stead, demolished houses and forced the inhabitants to emigrate, took their identity cards and separated Jerusalem from its Arab environment. They annexed the Islamic features to the list of Zionist heritage, as they transformed the Al-Buraq Wall into the Wailing Wall; they destroyed the Mugrabi neighborhood and changed its Arab-Muslim nature; they removed some of the Jerusalem city wall and put instead other ones with Zionist decorations and forms; they opened Jewish synagogues in the Jerusalem’s Old City, and they are striving painstakingly these days to gain control over the Noble Shrine [Al-Haram al-Sharif – the Arabic traditional name of the Temple Mount] by letting the Zionist settlers to enter it daily in preparation for its complete takeover and cut any Muslim connection to this place that is sacred to Muslims.” 

  1. The Hebrew letter endangers Arab Jerusalem (Arab Language, Grade 10, Part 1, 2017, p. 17)

“This article draws attention to the dangers surrounding Jerusalem, such as the foreign centers that overlook its basins and suffocate its breaths, the foreign wall that encircles its scope, the checkpoints that limit its movement and the Hebrew letter that threatens the nature of its culture. But Jerusalem is a genuine and sacred land that spits out the scum of foreigners and pretenders.”

  1. The Dimona reactor causes cancer in southern Hebron (Scientific Education, Grade 11, Part 1, 2017, p. 40)

“For research:

Studies indicate an increase of Cancer cases in southern Hebron comparing to other Palestinian areas. I will investigate the connection of that to its proximity to the Dimona reactor in the Negev desert.”

  1. The occupation releases boars to cause damage to the Palestinians’ crops (Social Studies, Grade 9, Part 1, 2017, p. 21)

“The occupation has transformed vast areas of the West Bank and the Gaza Strip into dumps of poisonous refuse and acted to pollute the Palestinian environment with radioactive and chemical materials, which has caused an increase of the averages of affliction with severe diseases, chiefly cancer. It [also] dumped their markets with spoiled goods beyond their expiration dates in the Zionist markets such as cars and foodstuffs, and released herds of boars that caused damage to the inhabitants and their crops…”

  1. The Zionist gangs (Arabic Language, Grade 9, Part 1, 2017, p. 23)

“…And the land – it changed its features out of anger, as if it could not bear the steps of those ones who broke into it without asking permission – Zionist gangs that came from a foreign world loaded with hostility and hatred to Arabs and Palestinians.”

  1. “Barbecue party” with Molotov cocktail (Arabic Language, Grade 9, Part 1, 2017, p. 61)

“…The neighbor: ‘the curfew does not include us in Al-Shurfah [neighborhood]. It is imposed on Al-Natarish [neighborhood]. It seems that there is a barbecue party with Molotov cocktails in one of the buses to the colony [Jewish settlement] of Psagot on Jabal al-Tawil mountain.'”

  1. Map titled “the Arab Homeland – Political” (Social Studies, Grade 9, Part 1, 2017, p. 5)

The whole country appears in one color with the name “Palestine” next to it.

  1. Caricature and the accompanying text (History Studies, Grade 11, Part 1, 2017, p. 60)

Let us think and examine:

Land is the pivot of colonialist Imperialism [verbally: settlement-oriented Imperialism – Al-Isti’mar al-Istitani in Arabic]. It strives as much as it can to take hold of it by all means, even by the extermination [ibadah in Arabic] of the inhabitants and their annihilation [ifna’].”

  1. A piece taken from a PA schoolbook issued in 2016 that talks of the extermination of the foreigners’ remnants in Palestine following its liberation (Our Beautiful Language, Grade 3, Part 2, 2016, p. 64)

The books issued in 2016 intensify the violent struggle for liberation of Palestine, which includes – for the first time in the PA curriculum – reference to the fate of 6 million Jews living in the country following its supposed liberation: the removal of the usurper [codename for Israel] and the extermination of the defeated remnants of the foreigners. This new element in the PA schoolbooks sounds the alarm most powerfully:

“Let us sing and learn by heart: The Land of the Noble Ones [Ard al-Kurama’]

[Photograph of the Old City in Jerusalem with the Dome of the Rock at the center]

I swear, I shall sacrifice my blood
In order to water the land of the noble ones
And I shall remove the usurper from my country
And shall exterminate [ubiyd] the scattered remnants [fulul] of the strangers
O country of Al-Aqsa [Mosque] and the Holy Place [haram]
O cradle of pride and nobleness
Patience, patience, because victory is ours
And dawn will peep out of darkness.”

קטעים מספרי הלימוד הפלסטיניים החדשים בבתי הספר של אונר”א בירושלים, יהודה, שומרון ועזה.

1.

מפה בכותרת “מדינות הלבנט [בילאד אלשאם בערבית] ובה: סוריה, לבנון, ירדן ופלסטין, כשמדינת פלסטין מכסה את כל הארץ, כולל שטחה של ישראל:

(לימודי חברה, כתה ו’, חלק א’ (2017) עמ’ 42) 

2.

מפה של כל הארץ עם מטלה: “אצבע את מפת מולדתי בצבעי הדגל הפלסטיני”:

(חינוך לאומי ולחיים, כתה ב’, חלק א’ (2016) עמ’ 10)

3.

טבלה המונה את תושבי פלסטין – כולל שטחי ישראל “שנכבשו בשנת 1948” – ללא 6 מיליון היהודים שחיים שם היום:

“הטבלה שלהלן מבהירה את מספר תושבי פלסטין בשנת 2015 לפי המרכז הפלסטיני לסטטיסטיקה. האזור                                                 מספר התושבים

הגדה המערבית ורצועת עזה                      4,750,000

בתוך השטחים שנכבשו בשנת 1948           1,470,000

במדינות ערב                                          5,460,000

במדינות זרות                                         685,000

אסדר את האזורים בהם נמצאים הפלסטינים בסדר יורד עפ”י מספרי התושבים.”

(מתמטיקה, כתה ד’, חלק א’ (2016) עמ’ 25)

4.

תרגיל לשון ובו ביטוי לדה-הומניזציה חריפה ביותר של היהודים:

“בחייך! איך זה שנחשים פולשים אלינו…”

 (השפה הערבית: מדעי הלשון, כתה י”ב (2015) עמ’ 63)

5.

הבאת אימרה של הנביא מוחמד (חדית’) עם השלכות לימינו אלה, ועל כך מעירים כותבי ספר הלימוד שהכניסו אותה לתוכו:

“…7. הלחימה ביהודים והנצחון עליהם: השליח [מוחמד] בישר את קץ העושק של היהודים על-פני האדמה הקדושה הזאת והפסקת שחיתותם וכיבושם אותה. [נמסר] מפי אבו הוריירה [אחד ממקורבי מוחמד] שהנביא אמר: אחרית הימים לא תבוא עד אשר ילחמו המוסלמים ביהודים, והמוסלמים יהרגום, ואפילו יתחבא היהודי מאחורי סלע או עץ – הרי שהסלע או העץ יאמרו: ‘הוי מוסלמי, הוי עבד האל, יש יהודי מאחורי, בוא והרגהו!’ – חוץ מהימלוח [ע’רקד], שכן הוא מעצי היהודים.”

(אמונה, כתה י”א [מגמה הלכתית] (2013) עמ’ 94)

6.

שיעור בכותרת “פלסטין ערבית מוסלמית” ובהמשך הדף מובאת מפה של מדינות ערב בצבעים שונים בכותרת “מדינות המולדת הערבית” וביניהן כל הארץ באדום עם השם פלסטין, כשמעליה מתנוסס הדגל הפלסטיני:

(טיפוח לאומי וחברתי, כתה ד’, חלק א’ (2016) עמ’ 7)

7.

המקום היחיד בספרי הלימוד של הרש”פ שבו מופיע השם “ישראל” על שתי מפות באותו עמוד הוא בספר לימוד היסטוריה לכתה י”א. המפה העליונה מציגה את תכנית אלון משנת 1968 לסיפוח שטחים ביהודה ושומרון והמפה התחתונה מציגה את תכנית שרון לסיפוח כנ”ל משנת 1982. מאחר שמדובר במפות ישראליות ובתכניות סיפוח, היה טבעי לציין את ההבדלים בין ישראל לשטחים המסופחים. מכל מקום, הקטע המובא בין שתי המפות מבטל את האפשרות כי מדובר בהכרה פלסטינית בישראל: “הקו הירוק: קו דמיוני שהופיע בצבע ירוק על המפות לאחר מלחמת 1967 כדי להפריד בין השטחים הפלסטיניים שכבשה ישראל בשנת 1948 לבין השטחים שכבשה בשנת 1967.”

(היסטוריה מודרנית ובת-זמננו של פלסטין, כתה י”א, חלק ב’ (2014) עמ’ 51. סימון השם “ישראל” בשתי המפות באמצעות אליפסה אדומה איננו במקור ונעשה לנוחות הקורא.)

8.

ישראל אחראית לשימוש בסמים בחברה הפלסטינית:

“תופעת השימוש בסמים התבלטה בכמה מאזורי החברה הפלסטינית בשל עידוד הפצתם בקרב הנוער מצד הכיבוש הישראלי במטרה להרסם מבחינה מוסרית, כלכלית ופוליטית…”

(סוגיות אקטואליות, כתה י”א [הומאנית] (2014) עמ’ 52)

9.

להלן הימנון תנועת הנוער של ארגון אלפתח המדגיש את מוטיב המאבק לשחרור כל הארץ, כולל חיפה ויפו:

“אני גור אריות [כינוי לחבר בתנועה], אני פרח [כינוי לחברה בתנועה], נתנו את הנפש למהפכה [ת’וורה – כינוי לפעילות ארגון פת”ח]

סבינו בנו בתים לנו בארצנו החופשית [בעבר]

אני גור אריות, אני פרח, נשאנו את גחלת המהפיכה

אל חיפה, אל יפו, אל אלאקצא, אל [כיפת] הסלע”

(שפתנו היפה, כתה ב’, חלק א’ (2016) עמ’ 42)

10.

בספרים החדשים שיצאו לאור ב-2016 מוחרף השחרור האלים והוא כולל עתה, זו הפעם הראשונה בתכנית הלימודים של הרש”פ, התייחסות לגורלם של 6 מיליון יהודים החיים בארץ לאחר שחרורה: סילוקו של הגזלן [ישראל] מהארץ והשמדת השרידים המובסים של הזרים. אלמנט חדש זה בספרי הלימוד של הרש”פ מצלצל בפעמון האזעקה במלוא העוצמה:

“נשיר ונלמד בע”פ: אדמת האצילים [ארד אל כוראמאא]

[תצלום ירושלים העתיקה ובמרכז התצלום כיפת הסלע]

נשבעתי! אקריב את דמי כדי להרוות את אדמת האצילים

ואסלק את הגזלן [ע’אצב] מארצי ואשמיד [אוביד] את שרידי הזרים [פלול אלע’ורבאא]

הוי ארץ אלאקצא והמקום המקודש [חרם], הוי ערש הגאון והאצילות

סבלנות, סבלנות, שהרי הניצחון לנו הוא והשחר יבצבץ מהחשיכה”

(שפתנו היפה, כתה ג’, חלק ב’ (2016) עמ’ 64)