Analysis of “REPORT: PALESTINIAN AUTHORITY SCHOOL TEXTBOOKS”, compiled by the “Center for Monitoring the Impact of Peace” CMIP); Research Director: Itamar Marcus. (CMIP is accessible at www.edume.org)

140 textbooks were reviewed by CMIP.

Of these, 36 were quoted in their Report.

From these 36 books, 7 are analysed here in greater detail for content.

(1). “Our Arabic Language for Fifth Grade. 22 items from this textbook appear in the report. The content within these twenty-two items includes:- – Need to liberate Jerusalem, Palestine or both by force from Jews: Appears 13 times -Jihad as duty/Muslims defeating enemy:Appears 6 times – Map of Palestine which includes whole of Israel:Appears 2 times – Importance of Martyrdom:Appears 8 times – Claims that various Israeli cities including Jerusalem are actually Palestine: Appears 5 times -Jews are referred to as “the thieving conquerors”: 1 time

* See, for example, page 27 of the Report:- “Why must we fight the Jews and drive them out of our land?”

(2). “Our Arabic Language for Seventh Grade, Part A.” 2 items from this textbook appear in the Report. The content within these two items include:- Need for force to liberate Palestine from the Jews.*Appears 1 time Claims that various Israeli cities are actually Palestine 1 time Concept of Palestinian land being stolen by the Jews: 1 time * See page 13 of the Report: “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.”

(3). “Our Arabic Language, Part 2 for Sixth Grade.” 4 items from this textbook appear in the Report. The content within these four items includes:- – Concept of Jihad. Appears 4 times – Martyrdom Appears 2 times See page 31 of the report:- To be learned by heart the poem “Mother of the Cities” in which BAGHDAD is to liberate Jaffa, Nablus and Shaar Hagai, (the entrance to Jerusalem)

(4). “Contemporary History of the Arabs and the World.” 4 items from this textbook appear in the report. The content within these four items includes: – Equating Zionism with racism, Nazism and Fascism:3 times – Comparing Zionism with Imperialism: 1 time

NOTE: stating that Zionism advocates elimination of the original inhabitants, whereas Imperialism has not gone as far as eliminating the original inhabitants. See page 9. – A so-called “Talmudic quote” stating that “We the Jews are God’s people on earth,to… marry into the various religions [to have] the final word in managing the countries [of the world]…… We should cheat [the non Jews] and arouse quarrels among them that they then fight each other… Non Jews are pigs who God created in the shape of man….that they be fit for service to the Jews…..” See page 8.

(5)“Modern Arab History and Contemporary Problems, Part 2, for Tenth Grade.” 13 items from this textbook appear in the report. The content within these four items includes: Expulsion of the Arabs by colonialist, aggressive Jews: 1 time Denial of Jewish nationhood, history and legitimacy: 4 times – False maps 1 time – Colonial powers use Israel 1 time

Note. The USA is helping Israel in its aggressive wars against the Arabs. See page 52 – Israel is occupied Palestine 1 time – Zionist Greed 1 time – Israeli or Jewish provocation 2 times

“Israel constitutes a military, economic, political and security provocation to the Arab world. The struggle has whittled away much of the economic capacity of the Arab world…. “ See page 38

** “Revolt of 1929: [started] when the Jews congregated at al-Buraq Wall {The WesternWall} and raised the Zionist flag over it as a provocation to the Arabs. This was an insult to Moslem worshippers and they attacked the Jews.” See page 38. – Israel transferring out water resources: 1 time

(6). “Our Arabic Language, Part 1, for Sixth Grade.” 11 items from this textbook appear in the report. The content within these eleven items includes:- – Need to fight, war, Jihad“ 3 times – The Jews as thieves (0f Palestine) 3 times – Martyrdom, including its glories and heroism. 4 times – the Zionist danger: 1 time. (7). “Reader and Literary Texts for Eighth Grade.” 13 items from this textbook appear in the Report. The content within these thirteen items includes:- – Advocates the need for Force to liberate Jerusalem: 8 times * &

*For example: from poem entitled “Bayonets and Torches” “….Without blood not even one centimeter will be liberated….”

The text then continues “The poem represents a reality lived by Palestinians. Explain this.” (See page 13 of the report ). – ** From poem, “Palestine” “My brothers! The oppressors [Israel-ed.] have overstepped the boundary, Therefore Jihad and sacrifice are a duty………let us gather for war with red blood and blazing fire……Oh, Palestine, the youth will redeem your land…” page 28 of the Report

The Jews as greedy, thieves, and making false claims to Jerusalem…………………… “ 2 times

The text asks “What can we do to rescue Jerusalem and to liberate it from the thieving enemy……..”

page 22 of the Report

– False claims of arson and a Zionist plot: 1 time – Occupiers set al-Aqsa Mosque on fire on 21.8.69…. a further chapter in the Zionist plot…to destroy all that is holy to Islam there…What can we do to rescue Jerusalem and to liberate it from the thieving enemy?”

Editor’s note: the fire was set by a non-Jew from Australia-ed. At his trial he was found to be of unsound mind, and was committed to a mental hospital.

The writer is a research psychiatrist who recently retired from active work at the Truman Center for Peace, Hebrew University, Jerusalem, Israel

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