Introduction
The
Palestinian Authority school books
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.
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 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]
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.
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.
Contents:
Introduction
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”
B. Education to Jihad - Holy War - and Martyrdom
1. Education to Jihad
2. Education to Martyrdom
B. Appendixes - Additional sources for in depth study.
1. Obligation to fight against Israel.
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
D. The PA educational system
1. Background
2. Current System
3. Development
4. Tables
D. International Aid for the PA Education System
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 |
One)
Overview
Two)
The Evil Enemy
Three) Islamic Sources used to
Create Stereotype
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.”
?1 “Understanding the racist and aggressive character of the Zionist Movement.
Summary of the similarity between Nazism, Fascism and Zionism.”
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]
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]
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
One)
Overview
Two)
Fabrication of racist “Talmudic
quote”
Three) Denial of Jewish nationhood
Four)
Denial of ancient Jewish history
Five)
Denial of modern Jewish history
Six)
Denial of religious history
Seven) Creation of Palestinian
history
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].”
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” |
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]
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)
One) Call to fight Israel
Two) Impending victory of Islam and Arabs over Israel and the West
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].
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.”
One)
In books and in schools
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]
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.”
One)
Overview
Two) Israeli Cities are called Palestinian cities
Three) Israel is “occupied Palestine.”
Four) Israeli industry is presented as Palestinian industry.
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]
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” at least twelve times. – ed.]
?1 “The Greedy Designs of the Jews in Jerusalem”
“The Jews have clear greedy designs on Jerusalem. They believe that their state is not complete without Jerusalem as its capital, which is what they claim. The proof of this is that their Minister of Defense declared on the third day of the war of 1967, together with the Prime Minister, when both of them were standing by “al-Buraq”, which they call the Western Wall: ‘We have returned to you, Jerusalem, and we shall never part from you again. You are not just the capital of “Israel”, but the capital of the entire Jewish People.’…
Thus do the Jews conspire, before the eyes and ears of the Arabs and the Muslims. What can we do to rescue Jerusalem and to liberate it from the thieving enemy…?
[Reader and Literary Texts
for Eighth Grade. [578] P. 96, 99]
II. Education to Jihad – Holy
War and Martyrdom
2. Education to Martyrdom
Palestinian Authority (PA) school books praise and encourage the waging
of Jihad – Holy War.
·1
“Jihad for Allah
is one of the greatest commandments and duties of Islam, the purpose of which
is to establish Allah’s rule on Earth… Jihad is not an issue of need, necessary
only at certain times, rather, it is an ever-present necessity which a Muslim society
must never relinquish. Its abandonment brings weakness and humiliation and
invites aggression.”
[Islamic Education for Twelfth Grade # 641 p. 284, 139]
Fighting is the highest level of Jihad:
?1
“Jihad with of
one’s life: This is by fighting
enemies… This is the highest level of Jihad because the Jihad fighter
sacrifices himself in accordance with Allah’s way for the sake of his religion
and to defend his nation...
[Islamic Education for
Seventh Grade, #564 p. 107]
The reward for Jihad:
?1 “The reward for shooting an arrow for Allah covers not only the archer, but also he, who made the arrow, as well as he who handed it to the archer…”
[Islamic
Education for Twelfth Grade # 641 p. 319]
?1
“The Muslim believes in Allah and His
Messenger and fights a Jihad for Allah with property and his life in order to
please Allah and to earn a place in paradise on the day of resurrection… “
[Islamic
Education for Seventh Grade, #564 p. 129]
The punishment for shirking Jihad:
?1
“These verses prove the superiority that is in Jihad
for Allah’s sake... and warned against evading a Jihad for Allah. …and a
warning to the Muslims not to defy His word nor refrain from Jihad...”
[Islamic
Education for Seventh Grade, #564 p. 124]
?1
“Islam has forbidden flight from the battle and regards
this as a grave sin. [Islamic Education for Eighth Grade
#576 p. 176]
Jihad is promoted not only in books on Islamic studies, but in grammar,
literature and civic studies as well:
?1 “Determine what is the subject, and what is the predicate, in the following sentences:
- The Jihad is a religious duty of every Muslim man and woman.”
[Our Arabic Language for Fifth Grade. # 542, p. 167]
2. Education to Martyrdom
PA text books glorify Martyrdom as an ideal to be
sought. The fortunate are those who are killed - reaching “Martyrdom”.
?1 “Martyrdom is when a Muslim is killed for the sake of Allah… A person who dies thus is called a “Martyr” [Shahid]... Martyrdom for Allah is the hope of all those who believe in Allah and have trust in His promises… The Martyr rejoices in the paradise that Allah has prepared for him…
[Islamic Education for
Seventh Grade #564 p. 112]
?2 “The Muslim sacrifices himself for his faith and fights a Jihad for Allah. He does not know cowardice because he understands that the time of his death is already ordained and that his dying as a Martyr on the field of battle is preferable to dying in bed... “
[Islamic Education for Eighth Grade #576 p. 176]
?1 “...Martyred Jihad fighters are the most honored people, after the Prophets…”
[Reading And Literary Texts
for Tenth Grade - #607 p. 103]
?1 “… competing with each other to achieve Martyrdom in the battle…”
[Our Arabic Language for Fifth Grade. # 542, p. 193]
?1
“Martyrdom is life.”
Reading And Literary Texts
for Tenth Grade - #607 p. 171]
Numerous poems encourage the children to see themselves as future Jihad
fighters seeking Martyrdom. Many school book poems have the word “Martyr” in
their title, including the following poem which is in at least two grammar
books [the children are instructed to learn the poem by heart] and was
broadcast three times recently on PA television, read by different children.
?1 “Song of the Martyr
1 - I shall take my soul in my hand
and hurl it into the abyss of death [in war]…
5 - Upon your life, I see my death
and am marching speedily towards it
6 - Upon your life, this is the death of men
and he, who seeks an honorable death - this is that death.”
[Our
Arabic Language for Fifth Grade. # 542. P. 60]
[Guide
for Improving Arabic Language for Twelfth Grade” #719 p. 84]
[PA
television,, May 22, 1998]
The students are instructed to “learn the
following poems by heart”, as well:
?1
‘My Homeland’
We draw our water from death
And we will not be as slaves to the enemy…
Our symbol is the ‘sword’ and the ‘pen’, but not ‘words’...
[Palestinian National Education for First Grade. # 509 p. 67- 68]
?1
“O Muslims,
Muslims, Muslims, where there are truth and justice there shall we be found.
Death pleases us and we refuse to be humbled. How sweet is death for Allah....”
[Islamic Education for Sixth Grade #551 p. 151]
This poem: “We Are The Youth” expresses the same sentiment:
|
?1
“We are the
youth and tomorrow is ours… We shall march on
despite death Onward, onward We shall build, we
shall not rely on others We shall perish,
but, we shall not be humbled…” |
[Palestinian
National Education for Third Grade #529
p. 70]
“The Martyrs of the Intifada
…They stoned with them [the
stones], the wild animals of the way…
They died standing, burning with
excitement…
Death attacked with raised
pickaxe
Facing death, they stood erect…”
[Reading
And Literary Texts for Tenth Grade
- #607 p. 167]
Grammar exercises likewise glorify Martyrdom:
?1
“Write five lines on the virtues of the Martyrs and their
superior status.”
[Our Arabic Language for
Fifth Grade. # 542. p. 201]
The Jihad-Martyr concept is encouraged and
glorified though many personal stories. The following are excerpts from a sixth
grade school book:
?1 “The first words the young boy heard were the
words “Jihad”, “attack” and “conquest”…These words were constantly on his
lips…‘[The boy] Uqba grew up with the love of Jihad flowing through his veins
and filling every fiber of his being.…... For him no joy equaled that of taking
part in Jihad…Nothing gave him pleasure but the sight of swords and spears
shining in the hands of the fighting horsemen. Nothing was pleasing to his ear
but the sound of the horses charging into battle and nothing gave him joy but
the sight of the enemy lying dead on the battlefield, or defeated and fleeing
for their lives…Uqba showed heroism and courage … attacking them from his horse
and hacking the enemy soldiers to pieces, coming down on them blow after blow,
crushing their skulls… [Uqba bin Nafi’ or The Conqueror of Africa
for Sixth Grade #700- p. 6-7, 43, 83,
96]
The entire content of this book is the
glorification of war and Jihad. [See appendix]
III. Appendix:
The appendix includes the text
material that appeared in the report, often in greater context, as well as
additional selections of interest.
1. Obligation to
fight against Israel.
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
1.
Obligation to fight against Israel.
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 hands of the thieving
conquerors.
Questions:
What do you feel when you see the
Dome of the Rock?
[Our Arabic Language , Part 1, for 4th
grade. #532 p. 28 –29]
************************************************************************
Palestine, Our Homeland (1)
Know, my son, that Palestine is your country (the
accompanying map of “Palestine” covers all of Israel).... that 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. (all are Israeli cities and regions -ed). On
its soil were the Crusader aggressors defeated, as were the Tartars, the armies
of Napoleon and other imperialists. Just as this sacred soil returned to its
owners [in the past], so will it return again thorough your courage and
determination, if Allah wills.
Comprehension:
4. Name four glorious battles that were
fought on the soil of Palestine.
7. Why must we fight the Jews and drive them
out of our land?
Remember:
- The Arabs and the Muslims are fighting the
Jews who fought against them and oppressed them and drove them from their homes
unjustly.
- The
final and inevitable result will be the victory of the Muslims over the Jews.
[Our Arabic Language for Fifth Grade. # 542.p. 64- 67]
Palestine,
Our Homeland (2)
Some of the most outstanding acts
of revolt were that of the Jihad fighter Sheikh ‘Iz al-Din al-Qassam and his
brother Jihad fighters … 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 call to Jihad and our country shall be freed, by
Allah’s will.
This is our story with the
thieving conquerors. You must know, my boy, that Palestine is your grave
responsibility …
[Ibid. p. 68-70]
Comprehension:
7. Palestine is our responsibility. What is
our duty?
Exercise: Distinguish between
verb and noun clauses:
- The land is our land and Jerusalem is ours.
[Ibid. 70]
Exercise:
Use the following expressions in a noun
clause and in a verb clause: Palestine, river, Martyrs, the spring.
[Ibid. 74]
Exercise: Turn the following
sentences from active into passive:
- The Muslims defeated the enemy.
- Saladin liberated Jerusalem.
The traveler lost his luggage.
The student reads a book. [Ibid. 157]
Exercise: Turn the following sentence from passive into active:
The enemy was killed.
Determine what is the subject,
and what is the predicate, in the following sentence:
- The Jihad is a religious duty of every
Muslim man and woman.
[Ibid. 167]
Comprehension:
9. How was victory achieved over the Zionist
enemy?
[Ibid. 196]
Arrange the following [seven]
phrases into a paragraph that makes sense:
Great victory over the Zionist
enemy…
it exploded the myth of the
invincible enemy army;
[and five other phrases]
[Ibid. 201]
**********************************************************************
[From “Bayonets and Torches”]
“…In your left hand you carried the
Koran,
And in your right an Arab sword…
Without blood not even one centimeter
will be liberated
Questions:
9. This poem represents a reality lived by Palestinians. Explain this.”
[Reader and Literary Texts for Eighth Grade. [578 p. 131,
133, 136]
************************************************************************
“Palestine” by Muhammad Tah
|
1. |
My brothers! The oppressors [Israel
–ed.] have overstepped the boundary Therefore Jihad and sacrifice are a
duty. |
|
|
|
2. |
Are we to let them steal its Arab
nature… Draw your sword and thereafter |
|
|
|
|
it shall not be returned to its
sheath… |
|
|
|
6. |
My brother, in Jerusalem we have a
sister for whom the slaughterers have sharpened their knives |
|
|
|
8. |
My brother, go up to her [Jerusalem
–ed] let us gather for war with red blood and blazing fire |
|
|
|
10. |
Death shall call and the sword shall be crazed from much slaughter… |
|
|
|
13. |
Kiss the Martyr for the land who prayed to Allah for it and was
killed… |
|
|
|
14. |
Oh, Palestine, the youth will redeem your land |
|
|
|
15. |
Oh, Palestine, with our bare breasts
we will defend you. Therefore, either life or death! |
|
|
[Reader and Literary Texts for Eighth Grade. [578 p. 120]
Comprehension
2. Who are the “oppressors” to whom the poet
is referring in the first verse? [edit- Israel]
3. What is the road to victory over the enemy
that the poet mentions? [Jihad -ed.]
4. The poet urges the Arabs to undertake Jihad.
Indicate the verse in which he does so.
[Ibid. p. 122]
Discussion
and Analysis:
2. ‘Ali Mahmud Tah says:
|
“O, Palestine, with our bare breasts
we shall defend you. Therefore, either life or death!” |
|
|
And
‘Abd al-Rahim Mahmud has written [ in Song of the Martyr]:
|
“Either life which will gladden our
friends or death that will exact a price from
the enemy” |
|
|
A. Explain these two verses and determine the
common idea in both of them.
B. Which of these two verses, in your opinion
is the more beautiful and why?
[Ibid. p. 123]
***************************************************************************
Muslims must protect all mosques and
these three in particular. They must devote all their efforts and resources to
repairing them and to protecting them and must wage a Jihad both of life and
property to liberate al-Aqsa Mosque [in Jerusalem – ed.] from the Zionist
conquest.
[Islamic Education
for Seventh Grade #564 [p. 184]
**********************************************************************
Exercise: Turn the following
sentences from active into passive:
The student
reads a book.
Saladin
liberated Jerusalem.
The Muslims
defeated the enemy.
The traveler
lost his luggage.
Exercise: Turn the
following sentence from passive into active:
The enemy was killed.
Determine what is the subject,
and what is the predicate, in the following sentence.
- Jerusalem is Arab.
[Our Arabic Language for Fifth Grade. # 542. p. 167]
**********************************************************************
Islam, The True Religion: The Victory of Islam:
The verses
explain the attitude of the oppressors towards Islam, the religion of Allah,
namely that they try to destroy it… and their actions are likened to one who
wishes to extinguish the sun by blowing lightly from his weak mouth. Could he
succeed in doing such a thing? He could not. This is the situation of the
non-believers, for they cannot destroy Islam, no matter how hard they try… 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 #564 p. 125]
**********************************************************************
“The Greedy Designs of the Jews in Jerusalem”
[from The Urban
Development of Jerusalem by Dr. ‘Abd al-Halim Khader:]
“The Jews have clear greedy designs on
Jerusalem. They believe that their state is not complete without Jerusalem as
its capital… The Jews also have designs on al-Aqsa Mosque itself… the
occupation authorities carried out far reaching excavations under this mosque,
in their search of false archaeological remains…
Furthermore, the occupiers set al-Aqsa
Mosque on fire on 21.8.69. This arson is a further chapter in the Zionist plot,
whose aim is to take control of this Islamic holy place, and the Dome of the
Rock, the whole area of the Jerusalem sanctuary and to destroy all that is holy
to Islam there, and after that to erect on their ruins what they claim is The
Temple… [The fire was in fact set by a non-Jew from Australia – ed.]
Thus do the Jews conspire, in full view
of the Arabs and the Muslims. What can we do to rescue Jerusalem and to
liberate it from the thieving enemy?”
[Reader and Literary
Texts for Eighth Grade 578. p. 96-99]
Discussion
and Analysis
4. What were the purposes of the Jews in
setting al-Aqsa Mosque on fire?
7. Can you find a difference between the
Crusader occupation of Jerusalem in the past and the Jewish occupation now?
Explain your position.
8. What,
in your view, is the way to liberate Jerusalem, enlightened by its liberation
by the Muslims in the time of Saladin?
[Ibid. p. 101- 102]
Working by Yourself
2. …copy a poem which clarifies the pride of
the liberation of Jerusalem in the time of Saladin.
[Ibid. p. 103]
**********************************************************************
The Arabs in Palestine rose up against
the policy of the Mandate and the greedy Zionist aspirations… and it began a
series of popular armed revolts from 1920 onwards and it is still fighting
against Zionist greed until today.
[Modern Arab History and Contemporary Problems, Part Two,
for Tenth Grade #613 P.55 -56]
**********************************************************************
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]
**********************************************************************
To be learned by heart:
‘Mother of the Cities’.. by ‘Abd al-Karim al-Karmi
Baghdad, I have brought you love
from Palestine
Will you remember my Arab
character, Baghdad, my Jihad?…
And on your land are convoys of
“Martyrdom”…
Are you not the one who liberated
“Amuriah”…
I can see through her [Baghdad’s]
letters
Jaffa [part of Tel Aviv] Nablus,
and Shaar Hagai [the approach to
Jerusalem].
1.
What is the link between Baghdad and
Palestine? ...
[The desired answer is that Iraq, Mother of the Cities who liberated
Amuriah through Jihad, will liberate these Israeli cities.–ed.]
[Our Arabic Language, Part Two, for Sixth Grade. 554 p.32-34
**********************************************************************
The Arabs in Palestine rose up against
the policy of the Mandate and the greedy Zionist aspirations… and it began a
series of popular armed revolts from 1920 onwards and it is still rising
against Zionist greed until today.
[Modern Arab History and Contemporary Problems, Part Two,
for Tenth Grade #613 p. 55-56]
The Palestine Liberation Organization
had a Covenant defining its principles, aims and functioning.
Questions:
1. What were the aims for which the Palestine
Liberation Organization was established? [The Palestinian Covenant calls for
Israel’s destruction.- ed.]
[Ibid. p. 72- 75]
***********************************************************************
Language Exercises: ...
2. The Arabs will never be able to liberate
Palestine if they do not __________.
[Our
Arabic Language, Part One for Sixth Grade #553 p. 33]
**********************************************************************
My country’s flag comprises three stripes and a
triangle ... The first stripe is colored black, symbolizing the black days for
anyone who tries to harm us or our freedom... [Palestinian National Education for Fifth Grade #
550 p. 40]
***********************************************************************
1. Make use of the following expressions in
logical sentences:
Wise opinion the Zionist danger
he called for a Jihad
disaster
[Our
Arabic Language, Part One for Sixth Grade #553 p.29]
**********************************************************************
Poem to Learn
by Heart:
‘Oh Jerusalem’
by Yusuf al-’Izam,
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. –ed.]
Questions on
Comprehension:
3. Who is the thief who has torn our
homeland?
6. What, in the poet’s opinion, is the way to
liberate Jerusalem?
6. Can Al-Faruk lead an army? Why did the poet mention him?
[Our Arabic Language, Part One for Sixth Grade #553P 14- 15]
**********************************************************************
A Poem of
Palestine, by Dr. Mahmud
al-Shalabi:
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]
**********************************************************************
Muslims … must wage a Jihad both of
life and property to liberate al-Aqsa Mosque [in Jerusalem] from the Zionist
conquest.
[Islamic
Education for Seventh Grade #564 P.
184]
**********************************************************************
The Muslim connects the holiness of al-Aqsa Mosque [in
Jerusalem –ed.], 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
Allah and His Prophet.
[Islamic Education for Eighth Grade #576 p.50]
**********************************************************************
Discussion
and Analysis [of a poem]
1.
The poet presents a number of scenes of the capture of
Jerusalem [by Saladin - Muslim leader who captured Jerusalem from
Christian control in 1187].
6. What
must we do to liberate Jerusalem?
[Reader and Literary Texts for Eighth Grade. #578 p. 63]
What can we do to rescue Jerusalem and to liberate it from the thieving
enemy?”
[Ibid. p. 99]
7. Can you find a difference between the
Crusader occupation of Jerusalem in the past and the Jewish occupation now?
Explain your position.
8. What, in your view, is the way to liberate
Jerusalem, enlightened by its liberation by the Muslims in the time of Saladin.
[Ibid. p. 102]
**********************************************************************
3. Hostile portrayal of Jews, Israelis, and Israel.
?1 The clearest
examples of racist belief and racial discrimination in the world are Nazism and
Zionism.
?1 2.
Understanding the racist and aggressive character of the Zionist Movement.
6. Summary of the similarity between Nazism, Fascism and
Zionism.
?1
Fabrication of
a racist supposedly “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].”
?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 |
Some Deviant
Trends:
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 until they thought that their race was the best of all and
their kind better than all others, and that other people are their slaves and
do not reach their level. Such a people are the Jews…
Islamic Education for Eighth Grade #576 [p. 95]
***********************************************************************
Heroism and
Sacrifice:
1. “Complete the following blanks spaces with
the appropriate word:
The Zionist
enemy - - [attacks] - - civilians with its aircraft.
[Our Arabic Language, Part 2 for Third Grade #523 p.9]
**********************************************************************
Images from the Jihad of the
Prophet and his Companions
Son: What did
God’s Messenger do to ensure the safety of the population?
Father: The Prophet
applied himself diligently to making society in al-Medina a safe one, living in
peace and he, therefore, made an agreement with the Jews … But the Jews - as is
their way - do not want people to live in peace… and conspired against the
Muslims. The Muslims, however, were clever and therefore the Jews were
unsuccessful in their evil schemes. The Muslims, under the leadership of the
Prophet, punished them with death and banishment.
[Islamic
Religious Education for Fourth Grade #736
p. 44-45]
I have also learned from this
unit:
The Jews are treacherous and
disloyal.
[Ibid. p. 55]
***********************************************************************
The General
Purpose of the Unit: After completing this unit the pupil should be capable of:
...
2. Tracing and following Zionist greed in
Palestine.
[Modern Arab History and Contemporary Problems, Part Two,
for Tenth Grade #613 p. 47]
***********************************************************************
The
Martyr ‘Izz al-Din al-Qassam:
In 1935 Shaikh
al-Qassam left Haifa together with a group of Jihad fighters… in preparation
for an attack on the English and Jewish settlement and the Jewish neighborhoods
in Haifa, in order to cleanse the town of its defilement by them [the Jews]...
[Our
Arabic Language, Part One for Sixth Grade #553 p. 21-22]
***********************************************************************
The Story of
Jesus with the Israelites:
[After text on
p. 66 describing the Jews rejection of Jesus and their attempt to kill him the
book continues:]
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]
Islam the True Religion
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 today, 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 #564 p. 123, 125]
***********************************************************************
Breach of the
Alliance by the Jews of the Qainuqa’ Tribe
When the
Prophet came to al-Medina he found that there were, among the inhabitants of
the town, Jewish tribes... In many cases these Jews, according to their known
cunning and deception, fomented internal strife... When the Muslims were
victorious from the battle of al-Badr, the Jews received the news of their
victory with fury…
The first, who
showed their hatred for Islam and mocked it and its adherents, were the Jews of
the Qainuqa’ tribe… The Messenger was enraged by the action of the Jews, as it
clearly proved their treachery and breach of the treaty… who condemned them to
banishment from their homes, as punishment for their treachery…
Lessons to be
Learned:
4. One must beware of the Jews, for they
are treacherous and disloyal.
[Islamic Education for Ninth Grade # 589 p. 78-79]
**********************************************************************
The Banishment
of the Nadir Tribe:
The Prophet went with some of his companions
to the Jews of al-Nadir tribe to obtain their help in paying ransom for two
killed members of the ‘Amar tribe. They pretended that they were willing to
accede to his request and asked him to sit down at the side of one of their
houses. They then told one of their men to climb up on the roof and throw down
a stone on the Prophets…
From the Uhud
expedition and the episode with the [Jewish] tribe of al-Nadir a number of
lessons can be learned: ...
6. Treachery and disloyalty are character
traits of the Jews and one should beware of them.
[Islamic Education for Ninth Grade # 589 p. 86-87]
***********************************************************************
…One
of the Jews was passing by … (and the Jews hated the unity brought about by the
Muslims and were glad when there were disputes and arguments among them)...
Therefore, he sent the man who was with him to sit with them and remind them of
the wars between them... He persisted in his efforts until the atmosphere
became heated and the tribes convened there became angry with each other… and
sought their weapons... The Prophet heard of what was happening and he came to
them and began to calm then down...
Discussion:
...
4. Why do the
Jews hate Muslim unity and want to cause division among them?
5. Give an example of the evil attempts of the
Jews, from events happening today. [Islamic
Education for Seventh Grade # 745 p.
16, 19]
**********************************************************************
Punishment of
the Quraiza:
When the Jews saw
the Muslim army drawing near to them they fled into their fortresses… The
Messenger of Allah refused [their request] and demanded that they submit to
him... Sa’ad passed sentence: ...The [Jewish] men shall be put to death, the
property shall be divided, and the women and children shall become
prisoners...”
Al-Medina
al-Munwara was cleansed of the Jews, when the Quraiza were put to death, and
the Muslims had relief from their treachery.
Lessons: ...
5. One must beware of civil war which the
Jews try to foment and of their scheming against the Muslims.
[Islamic Education for Ninth Grade # 589 p. 92-94]
Consequences
of the Peace of Hudaibiya ...
3.
The Muslims were now free to deal with final liquidation of
Jewish aggression in the Arabian peninsula…
[Ibid. p. 98-99]
The
Khaibar Expedition
When the
Messenger and his companions left for al-Hudaibiya, the Jews of Khaibar took
advantage of the opportunity and began to incite the tribes to invade al-Medina
and take control of it. When the Messenger returned from al-Hudaibiya he
learned of the tricks of the Jews of Khaibar and decided to go to war against
them, since they had become a source of danger to the Muslims.
Activity:
Write in your
exercise book during whose time was
the Arabian Peninsula finally cleansed of the Jews and who was it who
recommended their removal.
The Lessons
[to be learned]:
1. The Muslims must deal harshly with those
who violate agreements or with enemies who endanger them, based on the example
of the Messenger in punishing the Jews of Khaibar.
[Islamic Education for Ninth Grade # 589 p. 107-109]
... The Treaty
of ‘Umar… to the Christians in Jerusalem, is a wonderful example of the
tolerance of the Muslims in administering the countries, in which they live
side by side with those of other religions… These rights have not been
contravened, except under the Crusader, colonialist and Zionist conquests. The Jews have destroyed mosques and churches
and defiled the holiness of graves. They have killed the Muslim and Christian
inhabitants of Palestine, whose inhabitants are still suffering oppression and
persecution under racist Jewish administration.
Activity:
Write in your
exercise book: ...
6. An event
showing the fanaticism of the Jews in Palestine against Muslims or Christians.
[Islamic Education for Ninth Grade
# 589 p. 181-182]
**********************************************************************
The
inhabitants of al-Medina engaged in agriculture and commerce and most of the
merchants were Jewish. This led to their gaining control of the markets, their
exploitation of the people and their control of merchandise. When the Prophet
and his companions came to al-Medina, the Prophet took action to free the
economy from Jewish control … and thus commerce in the market was founded on
the basis of justice and honesty, far removed from the [Jewish] exploitation,
control and usury…
4.
The Messenger took steps to free the Muslim economy from
Jewish control. Explain this.
Islamic Education for Eighth Grade #576 [p. 63-64]
***********************************************************************
Israeli Provocation:
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… There were
many different views on how to confront the Israeli danger…
[Modern Arab History and Contemporary Problems, Part Two,
for Tenth Grade #613 p.89-90]
***********************************************************************
3.
Denial of
Israeli legitimacy and Jewish History
... The al-Buraq wall [the Western Wall
of the Temple -ed.]is the south-western wall of al-Aqsa Mosque, as determined
by the League of Nations in the year 1929 CE. The Jews claim that this is one
of the places belonging to them and call it “The Wailing Wall”, but this is not
so. [Reader
and Literary Texts for Eighth Grade.
[578 p. 103]
Revolt of 1929: This began in
Jerusalem, when Jews congregated at al-Buraq Wall [the Western Wall of the
Temple- ed.] and raised the Zionist flag over it, as a provocation to the Arabs. This was an insult to Muslim
worshippers and they attacked the Jews in area in front of al-Buraq [Western
Wall – ed.] …
[Modern Arab History
and Contemporary Problems, Part Two, for Tenth Grade #613 p.56]
There are many paved roads and it would
be possible to travel from the east of the Arab Homeland to the west were it
not for the existence of Israel, which
has conquered Palestine and thus separated parts of the Arab Homeland from the
rest.
[Geography of the
Arab Homeland for Sixth Grade #557 p. 89]
***********************************************************************
Questions:
6. Who are the people who occupied Palestine
and drove out its inhabitants?
[Our Arabic Language, Part Two for Fourth Grade 533 [p. 86]
***********************************************************************
The Water Problem:
... There is an additional problem
arising from the fact that Israel is transferring water from the River Jordan
to the south of Palestine. Jordan and Syria have tried to make use of the
waters of the River Jordan and its tributaries by building dams, but, generally
speaking, these projects were not successful because of repeated Israeli
attacks.
[Modern Arab History and Contemporary Problems, Part Two,
for Tenth Grade #613 p. 91]
… some [Lebanese] joined the National Lebanese Forces and some
deserted to the Israeli enemy and called themselves the South Lebanese Army.
Israel gave the latter help and assistance. These forces, with Israel’s help,
took control of a number of Lebanese villages close to the border of occupied
Palestine.
[Ibid. p.95]
***********************************************************************
Colonialist
and Zionist Greed in Palestine:
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 in order to hasten the establishment of a state in
Palestine.
[Modern Arab History and Contemporary Problems, Part Two,
for Tenth Grade #613 P. 48]
The Jewish Question:
Zionist thinkers suggested a
number of solutions to the problem of the non-integration of the Jews in the
societies, in which they were living in Eastern Europe… The Jews deluded
themselves that their religious faith was sufficient to turn them into one
nation. Their thinkers sought to find a national homeland for the Jews, similar
to other nations.
Zionist Greed:
Zionism is a
political, aggressive and colonialist movement… the Zionists turn[ed] their
attention towards Palestine as the national homeland of the Jews, while relying
on false historical and religious claims.
The Balfour Declaration
Britain published
this declaration in order to gain the support of the USA in the First World
War, having been convinced by Zionist preaching … In addition the English
feared the unity of the Arabs and strove to prevent the unification of their
countries. The Balfour Declaration is regarded as illegal as it contains
contradictory undertakings.
[Modern Arab History and Contemporary Problems, Part Two,
for Tenth Grade #613 P.49- 51]
***********************************************************************
5.
Promotion of Jihad and Martyrdom
“Bayonets and Torches”
Oh, you who leaves us [in death –ed] -
you still live in our heart…
In your left hand you carried the
Koran,
And in your right an Arab sword…
Today is your wedding day…
You lived a free man, you died a free
man
You did not die, for Allah took you in
righteousness to paradise…
Without blood not even one centimeter
will be liberated
Therefore go forward, crying: Allah is
great.
[Reader and Literary Texts for Eighth Grade. [#578 p. 131
-133]
Comprehension:
2. The poem contains the following ideas:
The Martyr
defended his homeland with valor and was killed with pride
The memory of
the Martyr remains in this world and in the world to come
The Martyr’s reward is paradise
[Ibid. p. 134]
Discussion
and Analysis:
1.
The poet chose the title: ‘Bayonets
and Torches’. What is he hinting?
2. The poet says: In your left hand you
carried the Koran, And in your right and Arab sword.
Explain the meaning of this...
9. The poem represents a reality lived by
Palestinians. Explain this.
[Ibid. p. 135-136]
***********************************************************************
Language Exercise: Change from
single to plural:
Example: Martyr…Martyrs
[
Our Arabic Language for Fifth Grade. # 542 p. 70]
Language Exercise: Distinguish
between verb and noun clauses:
We
have sacrificed Martyr after Martyr.
[Ibid. p. 74]
***********************************************************************
Exercises:
Pair usage:
...
C.- A Martyr is honored by Allah. -Two Martyrs are honored by Allah.
[Our Arabic Language, Part One for Sixth
Grade #553 p. 37]
Language
Exercises:
...
2. ... Complete: ...
D. What has been taken by force _ _ _ will
only be restored _ _ _ by force.
[Ibid. p.65]
Grammar
exercises: ...
4. D. The Jihad fighter died a Martyr defending
the soil of his homeland.
[Ibid. p.71]
**********************************************************************
Poem:
Long Live The Homeland - Muhammad Mahmud Sadiq
O
my land, my land, my blood will be sacrificed for you
I
have given my life as a sacrifice, accept it.
[Our Arabic Language, Part Two for Fourth Grade #533 p.91]
**********************************************************************
The Martyrs of the Intifada
…They stoned with them [the stones], the wild animals
of the way…
They died standing, burning with excitement…
Death attacked with raised pickaxe
Facing death, they stood erect…
[Reading And Literary Texts for
Tenth Grade - #607 p. 167]
Comprehension
1.
How does the poetess describe the
enemy in the first extract and why? [answer: wild animals – ed.]
[Ibid. p. 170]
What is
the death of which the poetess is speaking and how do the Martyrs die when they
“stood erect”?
3.
Martyrdom is life …
[Ibid. p. 171]
**********************************************************************
Write
six lines in which you explain to your friends the merit of Jihad for Allah.
[Our
Arabic Language, Part One for Sixth Grade #553 p.29]
**********************************************************************
The use of hyphen
B. A son said to his father:
-7 My father, he
who fights a Jihad for Allah’s sake and defended his religion and is killed for
Him, are Allah’s true words applicable to him…?
-8 Well said, my
young son.
- Thank you, my father. I
ask Allah to grant us a Martyr’s death and that he gather us [in death]
together with the Prophets, the honest ones and the Martyrs.
[The Uses Of Language
for Ninth Grade, Part 2.# 594 p.35]
**********************************************************************
Activity:
Study some books full of tales of Islamic valour and
write about one of the Muslim heroes, who courageously fought a Jihad for
Allah.
[Our Arabic Language, Part Two, for
Sixth Grade. #554 p. 27]
*********************************************************************
Poem entitled: ‘The Martyr’ by
Ibrahim Tuqan.
The danger was grave, but he
smiled
The terror overcame [him], but he
went forth
Calm and intelligent, sure of
foot and heart
Unconcerned by harm, nor diverted
by sudden pain
His soul obeys his ambition,
without it there will be no ambition
He went the way of greatness
knocking on the door of eternity [Paradise]
Unconcerned if he’ll attain it
tied or fallen dead
For he is hostage to his resolve.
[Our
Arabic Language, Part One for Sixth Grade #553 p. 25]
**********************************************************************
Poem
to Learn By Heart:
Song Of The
Martyr [Shahid] - Abd al-Rahim
Mahmud
1
- I shall take my soul in my hand
and hurl it into the abyss of death
[in war]
2
- And then - I shall either live a
life that will please my friends
or die a death that will enrage the
enemy
3. The soul of a noble man has two aims:
the receipt of death and the
achievement of desires…
5.
- Upon your life, I see my death
and am marching speedily towards it
6.
- Upon your life, this is the death of
men
and he, who seeks an honorable death -
this is that death
7.
- I throw down my heart before the
enemy
my heart is iron and my fire the fire
of hell
8.
- I shall guard my land with the glory
of my sharp sword
and my people shall know that I am a
hero.
[Our Arabic Language
for Fifth Grade. # 542. P. 60]
And [Guide for
Improving Arabic Language for Twelfth Grade #719 p. 84]
[PA television May
22, 1998]
**********************************************************************
Questions on
Comprehension and Emphasis:
1. How does the poet express his desire for
Martyrdom in the first verse?
2. What is the kind of death that enrages the
enemy?
3. The poet states that there are two aims in
a Jihad. Name them.
4. Did the poet fear death? Explain your
answer.
[Ibid. p.61]
*********************************************************************
They stood firm in
the field of battle, defending the homeland with their bodies and their lives,
competing with each other to achieve Martyrdom in the battle…”
[Our
Arabic Language for Fifth Grade. # 542, p. 193]
Write five lines on
the virtues of the Martyrs and their superior status.
[Ibid. p.201]
**********************************************************************
[Exercises in] Abbreviation:
“… the army exists only by virtue
of the person, who willingly gives his life to redeem his homeland...”
[The Uses Of Language
for Ninth Grade , Part 1.#595 P. 49]
***********************************************************************
Learn the poem
‘My Homeland’ by heart:
We draw our water [nastaqi] from
death
And we will not be as slaves to
the enemy…
Our symbol is the ‘sword’ and the
‘pen’, but not ‘words’.
The pride and the oath
and the obligation to be faithful
move us.
[Palestinian National Education for First
Grade. # 509 p. 67- 68]
**********************************************************************
Grammar Exercises: Additions to three lettered verbs
Examples:
2. B. The
soldier sacrificed himself as a Martyr for his homeland.
3
B. The Jihad fighter fought the battle for Allah’s sake.
[Our Arabic Language, Part Two, for
Sixth Grade. #554 p. 24]
**********************************************************************
Learn
the following poem by heart:
“Muslims” by Dr. Yusef al-Qardawi:
O
Muslims, Muslims, Muslims, where there are truth and justice there shall we be
found
Death pleases us and we refuse to
be humbled. How sweet is death for Allah....
[Islamic Education
for Sixth Grade #551 p. 151]
**********************************************************************
Poem: “We are the youth”
|
We are the youth and tomorrow is ours… We shall march on despite death Onward, onward We shall build, we shall not rely on others We shall perish, but, we shall not be humbled… |
[Palestinian National Education for
Third Grade #529 p. 70]
***********************************************************************
Courage and Generosity:
1. Courage
in the Face of the Enemy:
Allah has commanded the Muslim to be brave in the face
of the enemy and to fight with strength and tenacity, without fear of death,
because he knows that his fate has already been decreed by Heaven and will not
come before its appointed time nor after it.
[Islamic Education for Eighth Grade #576 p. 114]
Prohibited Actions:
Desertion
from the Field of Battle:
The Muslim sacrifices himself for
his faith and fights a Jihad for Allah. He does not know cowardice because he
understands that the time of his death is already ordained and that his dying
as a Martyr on the field of battle is preferable to dying in bed. Allah has
commanded the believers to persevere against their enemies and, by so doing, to
prove their faith and defend their religion. Islam has forbidden flight from
the battle and regards this as a grave sin…
[Ibid p. 176]
**********************************************************************
Oral Composition on a Specific
Subject
Application: Discuss the subject
of Jihad
1. Make use of the ideas in the previous
subject:
A. The meaning of Jihad.
E. Helping Jihad fighters produce modern
weaponry.
F. The dangers of shirking Jihad.
2.
Discuss the subject of “Jihad” before your class.
[Composition and
Summarizing for Ninth Grade #593 Unit Three p. 23]
**********************************************************************
... Jihad for
Allah’s sake is the cause of victory over falsehood.
[The Uses Of Language
for Ninth Grade, Part 1.#595 p. 53]
**********************************************************************
Some Hadiths [religious text]: ...
3. … “I
asked Allah’s Messenger, the blessing of Allah upon him: ‘What are the best
acts to do?’
He
answered: ‘Prayer at its appointed time.’
I
asked: ‘And what after that?’
He
answered: ‘Jihad for Allah’ ...”
… the Prophet said: “Whoever truly seeks Martyrdom from Allah will be
brought by Allah to the houses of the Martyrs, even if he dies in his bed.”
[Our Arabic Language, Part Two, for
Sixth Grade. #554 p. 19]
**********************************************************************
Arrange
the following words into sentences:
... dies as a Martyr, defending, our hero,
the homeland ...
[Our Arabic Language,
Part 2 for Third Grade #523 p. 8,9]
**********************************************************************
He who guards for
the sake of Allah, be He exalted, gains honor and this excellence because he:
5. Fights the Jihad against their enemies in
the name of his brother Muslims.
6. Sacrifices himself, his time and his
property in order to please Allah.
[Islamic Education
for Sixth Grade #551 p. 145]
Questions
Why
is the Muslim duty bound to be a Jihad fighter for the sake of Allah?
[Ibid p. 146]
**********************************************************************
I have learned from this unit the
following:
?1to sacrifice one’s life and property
for Allah and the Homeland.
?2to bear difficulties and to believe in
the decree of Allah and the fate He has determined.
?3The Jews are treacherous and disloyal.
[Islamic Religious
Education for Fourth Grade #736, p. 55]
***********************************************************************
The verses clarify many matters,
including:
-7 The Prophet is
the best example to the faithful in his devotin, in his Jihad…
[Rules For Reading
The Koran for Seventh Grade #565 p. 31]
- The devotion of the faithful to their
covenant with Allah, [includes] both he who kept his oath and died a Martyr for
Allah and those who are still bound by the covenant, awaiting the attainment of
Martyrdom …
[Ibid p. 32]
**********************************************************************
Granting of
Permission to Fight
…This oath is called
a Pledge of Allegiance to War and it allowed Islam to enter the historical
stage of confrontation... The permission to fight allowed Muslims to fight
their enemies and constituted the first step along the path of Jihad. The
religious permission to fight is a declaration of a serious confrontation
against the forces of non-belief and … imposes on each individual a personal
responsibility.
[Islamic Education for Ninth Grade #589 pp. 60-61]
*********************************************************************
The meaning of Jihad and its various types:
There are three kinds of Jihad: Jihad with property,
Jihad with one’s life and Jihad by
means of language…
1.
Jihad involving risk of one’s life:
This is by fighting enemies and standing firm against them in wars and battles.
This is the highest level of Jihad because the Jihad fighter sacrifices himself
for Allah way for his religion and to defend the Islamic Nation...
[Islamic Education for Seventh
Grade #564 p. 107]
The Laws of Jihad: Jihad is a general duty on Muslims
- if a group of them is implementing it in a satisfactory manner, then the
others are exempt...
If, however, the security of the nation is endangered,
or 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 shall have been successfully
repulsed and the land liberated from conquest and Muslim honor satisfied.
[Ibid p. 108]
Questions:
1. What is the meaning of Jihad?
2. What is the highest class of Jihad?
3. Explain when Jihad becomes an individual
religious duty.
[Ibid p. 110]
The
Martyr in Islam.
You have learned in
previous lessons that the Jihad fighter fights for Allah, be He exalted, so as
to glorify His word, defend His religion, and protect the holy places, the
blood and the honor of Muslims. By means of his Jihad he obtains one of two
good things: either victory or Martyrdom.
What is the meaning of Martyrdom? What
is the status of the Martyr. What is the [religious] judgment on him?
The Meaning of Martyrdom [‘Shehada’]:
Martyrdom
[‘Shahada’] is when a Muslim is killed for the sake of Allah, be He exalted,
while showing great endurance, so as to receive his reward in the world to
come, and faces it without retreat. A person who dies thus is called a “Martyr”
[shahid], because Allah, be He exalted, and His angels in heaven “witness”
[“Shahida”] his entry into paradise...
The Place of the Martyr: Martyrdom for Allah is the
hope of all those who believe in Allah and have trust in His promises.
Therefore the Martyr devotes himself and his wealth to Allah with a good will
and generosity of heart, and enjoys a high standing with Allah, Who brings him
into paradise and causes his life to be good one. The Martyr rejoices in the
paradise that Allah has prepared for him. Allah has said: “Do not regard as
dead those who have died for Allah, for they live and are provided sustenance
from their Lord. And they rejoice in the abundance which Allah has given them”.
[Koran ]
[Ibid p. 112]
In view of this excellent standing of the Martyr, the
Sahaba [companions of the Prophet] used to vie with each other in Jihad,
seeking Martyrdom.
[Ibid p. 113]
Allah loves the Jihad, which is fighting for His sake,
the exaltation of His word, the upholding of His religion and the safeguarding
of Muslims and their lands.
[Ibid p. 121]
Commentary:
These verses prove
the superiority that is in Jihad for Allah’s sake... and warn against evading a
Jihad for Allah… and a warning to the Muslims not to defy His word nor refrain
from Jihad…
[Ibid p. 124]
The Victory of Islam:
This religion will triumph over all other religions
and it will be disseminated, by Allah’s will, through the Muslim Jihad
fighters.
[Ibid p. 125]
To what do the verses guide us?
1. The
Muslim believes in Allah and His Messenger and fights a Jihad for Allah with
property and his life in order to please Allah and to earn a place in paradise
on the day of resurrection.
[Ibid pp. 129]
**********************************************************************
6. Glorification of Personal Examples of Jihad and
Martyrdom
Numerous
excerpts from the following text book have been translated to demonstrate the
treatment of Jihad and Martyrdom. The following text are typical of the entire
book.
1. His Early
Bravery
Under the desert sun beating down a boy was born…
The first words the young boy heard were the words
“Jihad”, “attack” and “conquest”, because his father was one of the first who
joined Islam. These words were constantly on his lips, as they were on the lips
of all those who believed in Allah and His Prophet and undertook Islam out of
belief.
The boy did not understand the meaning of these words
in his early years, but after he became an adult and began to understand the
events happening around him, he understood the meaning of the words “Jihad”,
“attack” and “conquest”...
Uqba grew up with the love of “Jihad” flowing through
his veins and filling every fiber of his being. He wanted to be one of the
heroes in battle, he trained with the Muslim youth in the use of arms.
[Uqba - The Conqueror of Africa for Sixth Grade #700.
pp. 5-7]
...Uqba was a young man of 22, loving Jihad for Allah and
whose greatest pleasure was fighting under the banner of Islam... For him no
joy equalled that of taking part in Jihad.
[Ibid p. 11, 13, 43]
Uqba [was called] to
assume command of the army... - Uqba, the courageous hero, whose heart was full
of the love of Jihad, could not conceal his joy at this appointment and his
face shone...
[Ibid
p. 47]
Once more he had opportunity to satisfy his longing and
enter into battles against Allah’s enemies and enlarge the area of the Islamic
state…
[Ibid
p. 48]
During the night, which Uqba had planned for the start of
the attack, he remained awake with his children until a very late hour, telling
them stories of Jihad and of dying as a martyr.
[Ibid
p. 82]
Nothing gave him pleasure but
the sight of swords and spears shining in the hands of the fighting horsemen.
Nothing was pleasing to his ear but
the sound of the horses charging with their riders into battle and nothing gave
him joy but the sight of the enemy lying dead on the battlefield, or defeated
and fleeing for their lives.
[Ibid p. 83]
…Uqba led the army joyfully ... Each time he advanced a few
miles along the way he would ask: O Allah, when shall we meet the enemy?
[Ibid p. 88]
Then the Muslim officers around him would answer him,
saying: Patience! The battles are coming and the “Victory of Allah is at hand”
[Koran] The Islamic army soon encountered an army … Then limbs flew everywhere
and the area was filled with blood, and the Byzantine and Berber woman were
filled with terror at the slaughter of their men.
Ibid p. 89]
Uqba showed heroism and courage … attacking them from his
horse and hacking the enemy soldiers to pieces, coming down on them blow after
blow, crushing their skulls.
[Ibid
p. 96]
Uqba … looked heavenward and said: “O God, You know that I
am fighting for You. Help me, therefore, to continue this Jihad”.
[Ibid p. 102]
…His ambition - although he had passed his sixties - had not
weakened and his determination had not lessened. Indeed, since he had first
opened his eyes... he loved Jihad and sang with joy at the sound of the clash
of swords...
[Ibid p. 112]
…Uqba advancing at the head of his troops with rare courage
and calling out to them: “This is martyrdom, O you believers”… and they all
fell as martyrs, their pure blood painting the soil…
[Ibid p. 119]
**********************************************************************
Al-Makhtar … was one of the best known Jihad fighters in Libya against the Italian
imperialists…
Gerazzini: Why
did you fight such a fierce war against the Italian Government?
Al-Makhtar: Because
my religion so commands me ... I was a known Jihad fighter and nothing more…
[Reading And Literary Texts for
Tenth Grade - #607 p. 99, 101]
The Spirit of the Text: Martyred Jihad fighters are the most honored people after the Prophets… They die for Allah,
sacrificing themselves for their principles and to safeguard their homeland and
the honor of their people. The living remember their Martyrs and honor them by
teaching their children the story of their lives generation after generation.
Discussion and Analysis: ...
7. Of what
does the struggle of the Libyan people against the invaders remind you?
[Ibid. p. 103, 105]
**********************************************************************
The
Martyr ‘Izz al-Din al-Qassam:
Shaikh ‘Izz
al-Din al-Qassam came to Palestine from Syria at the end of 1920 because of the
Zionist danger… The inhabitants [of Haifa] loved him because they realized that
his opinion was wise, his attitude unbending, he was courageous in waging
Jihad…
Al-Qassam
began to warn the Arabs people in Palestine of the Zionist danger. He called
for Jihad …
In 1935 Shaikh
al-Qassam left Haifa together with a group of Jihad fighters... When the
British officer called out to the Jihad fighters: ‘Surrender and you will be
spared’, Shaikh al-Qassam shouted back: ‘No, we shall not surrender, this is a
Jihad for Allah’. Then he turned to his companions and cried out to them: ‘Die
as Martyrs’...
The bodies of
the Martyrs were wrapped in Arab flags and thousands of mourners repeatedly
cried out: ‘Allah is great.’
The women
sounded cries of joy from the rooftops…
[Our Arabic Language, Part One for Sixth
Grade #553 p. 21]
7.
The fall of
the West and its replacement by Islam
[Page 3] In
the present period, which exceeds all previous periods in the material and
scientific advances taking place during it, 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…
Western
civilisation flourished, as is well known, as a consequence of the links of the
West to Islamic culture through Islamic Arab institutions [of learning] in
Spain and in other Islamic countries, where Islamic thinkers and philosophers
took an interest in Greek philosophy [Page 5] and Western scholars...
Western
civilisation, in both its branches - the capitalist and the Communist, deprived
man of his peace of mind, stability and exalted human examples to whom he could
look up, when it turned material well being into the exemplary goal … his money
leading him nowhere, except to suicide...
[Page 12]
Western civilisation is the representation of the highest form of material life
attained by man, but this alone does not bring him happiness, as you have seen.
There is no escape from [the need for] a new civilisation, which will arise in
the wake of this material progress, and which will continue it and lift man to
the highest spiritual life alongside his material advancement. Will there be
such a civilisation? Is there a nation capable of fulfilling such a role? 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]. No one but we
can carry aloft the flag of tomorrow’s civilisation...
[Page 16] ...
We do not claim that the collapse of Western civilisation, and the transfer of
the centre of civilisation to us [Islam] will happen in the next decade or two
or even in fifty years, for the rise and fall of civilisations follow natural
processes, and even when the foundations of a fortress become cracked it still
appears for a long time to be at the peak of its strength. Nevertheless
[Western civilisation] has begun to collapse and to become a pile of debris.
Since the
beginning of our reawakening ... We awoke to a painful reality and oppressive
imperialism and we drove it out of some of our lands and we are about to drive
it from the rest...
[Some
Outstanding Examples of Our Civilization for Eleventh Grade [11].
8. Additional
texts of Interest
The
Jews made more than one attempt to kill of the Messenger [Muhammad]. Jewish
tribes lived in al-Medina. The Messenger banished one of these tribes, the Bani
Nadir, because of its treachery and attempt to kill him... The siege on the
Muslims was intensified. The Jews of the Quraiza tribe broke their alliance
with Allah’s Messenger and decided to fight against the Muslims. Thus, the
danger for the Muslims was both internal, from the Jews and external, from the
Quraish …
Questions:
...
2. Did the Jews of the Quraiza remain
faithful to their alliance with the Messenger?
The
Muslims besieged the Quraiza for twenty five days… Allah’s Messenger ordered
that they be punished and the fighters among them be killed as a punishment for
their breach of the agreement with him.
Activity:
Pupils
should present the arbitration between the Muslims and the Jews and publication
of the judgement of the Messenger on the Quraiza.
[Palestinian National Education for Fourth Grade #539 [p. 60-62]
**********************************************************************
The previous
verses have taught that the Israelites strayed from the straight path brought
to them by their messenger, Moses, peace be upon him. In consequence they
became corrupt and corrupted and were thus given painful punishment…
[Islamic Education for Eighth Grade #576 [p. 79]
**********************************************************************
The Situation of the
Non-believers
On the Day of
Judgment the non-believers shall stand before Allah bowed down, hanging their
heads, because of their unbelief and evil deeds, begging Allah to send them
back to live in this world once more, so that they might believe in Him and do
good deeds, now that they have seen with their own eyes the fearful Day of Judgement
and the torments which Allah has prepared for them …
[Islamic
Education for Sixth Grade #551 p. 21-
22]
Allah sent Moses to his people
and sent down to them the Book of the Torah …
However, later the Israelites
rebelled against their Lord and distorted His book. They argued and corrupted
the land, and Allah, therefore, threatened them with the torments of the Day of
Judgement.
[Ibid.
p. .31- 32]
*********************************************************************
Our Master
Abraham
Abraham was a Muslim monotheist
and was not from among the idolaters.
[Islamic Education for Fifth Grade #540 p. 143]
*********************************************************************
The Covenant of ‘Umar
This refers to the Khalif ‘Umar ibn al-Khattab who made a
covenant with the inhabitants of Jerusalem under which he promised them their
lives, their property and their churches and granted them religious freedom, on
condition that they should pay a poll tax to the Muslims and prevent the Jews
from living in the city.
[Social And National Education for Fifth Grade #549 p. 63]
**********************************************************************
The Arab Countries After Independence: ...
The Greed of the Great Powers:
The USA, since the Second World
War, has adopted the policy of supporting the Zionist entity and supplied
Israel with money and arms and help in its aggressive wars against the
neighboring Arab countries.
[Modern Arab History and Contemporary Problems, Part Two,
for Tenth Grade #613 P.89]
During the years of Israeli Administration of the West Bank and Gaza Strip [1967 – 1994] the educational curriculum as well as the degrees issued were Jordanian and Egyptian. Israel did, however, remove from these Jordanian and Egyptian text books words and sentences that were anti-Semitic, called for Israel’s destruction or called for violence against Israel. Following a complaint lodged by Jordan and Egypt that Israel was changing curricula in contravention of the Geneva convention, a UN investigative committee ruled in Israel’s favor, that striking out terms offensive to Jews and Israel from the school books, was lawful.
2. Current
System
In 1994 Israel and the Palestinian Authority [PA] signed the "Early Empowerment Agreement" transferring "powers and responsibilities in the sphere of education" to the PA. In January of 1995, Jordan and the PA agreed that the PA could continue to choose Jordanian educational material for at least three years, publishing new PA school books based on this material, and making it the basis for the unified PA curriculum which Jordan would recognize. Today all the students in the Palestinian Autonomous areas are using books published officially by the Palestinian Authority, some based on Jordanian and Egyptian and some completely new books. Yassir Arafat is the current PA Minister of Education.
In 1995 the PA Ministry of Education
established the "Palestinian Curriculum Development Center" then
headed by Ibrahim Abu Lughod, a former head of the pro-Arab lobby in the US.
The center was to develop a unified curriculum by 1999 that would emphasize
Palestinian identity. The curriculum would have to be acceptable to both Jordan
and Egypt as theses countries are reluctant to recognize diplomas based on
curriculum they do not approve. In addition the texts are to be in the spirit
of the Oslo accords and "Cairo Agreement" and "ensure that their educational systems
contribute to the peace between Israel and the Palestinian people." The
center was to be independent. However, in 1997, Lughod quit as head of the
center, and it is now within the PA Ministry of Education.
The first series of new text
books entitled "Palestinian National Education" developed by the
center and introduced into the PA school system, was written by a group of 27
authors.
4. TABLES:
|
|
West
Bank |
Gaza
Strip |
Total |
|
Number
of Schools |
1206 |
305 |
1511 |
|
Number
of Students |
353,364 |
175,856 |
529,220 |
|
Schools
under: |
West
Bank |
Gaza
Strip |
Total |
|
Israeli
Civil Administration |
75% |
50% |
62% |
|
UNWRA |
12% |
45% |
31% |
|
Private |
12% |
5% |
7% |
|
|
West
Bank |
Gaza
Strip |
Total |
|
PA |
946 |
167 |
1,123 |
|
UNWRA |
100 |
161 |
261 |
|
Private
Schools |
147 |
11 |
158 |
|
Private
Kindergartens |
505 |
200 |
705 |
|
Total |
1,698 |
539 |
2,237 |
|
|
West
Bank |
Gaza
Strip |
Total |
|
PA |
12,255 |
4,232 |
16,498 |
|
UNWRA |
1,410 |
3,535 |
4,945 |
|
Private
Schools |
2,236 |
174 |
2,410 |
|
Private
Kindergartens |
1,496 |
881 |
2,377 |
|
Total |
17,408 |
8,822 |
26,230 |
|
|
West
Bank |
Gaza
Strip |
Total |
|
Kindergarten |
44,020 |
25,144 |
69,164 |
|
Elementary |
397,572 |
258,781 |
656,353 |
|
High
Schools |
33,993 |
22,474 |
56,467 |
|
Total |
474,585 |
306,339 |
781,984 |
The Palestine Authority budget for 1998 is approximately $ 900 million. 40% goes for education, much of which is for salaries.
Many of the activities of the PA are supported by international aid provided by 39 States[1] and 8 international organizations[2] who have worked to strengthen the Palestinian Authority since the Oslo agreements in 1993.
The total aid pledged by these donors for the five-year period 1993-1998, was $4.14 billion[3], which was administered and supervised by the World Bank and the International Monetary Fund. Roughly three quarters of this pledged assistance was earmarked by the donors for specific projects[4].
21 countries and 4 international organizations committed themselves specifically to educational projects for a total of $299 million for the years 1995-1998, while the actual disbursement was $226.9 million.
A breakdown of this aid to
education[5]
shows that a large number of international organizations are involved. Many
states channeled assistance through various governmental and non governmental
organizations, such as, APHEDA, World Vision, FCD, GTZ, UNWRA, the
International Labor Organization, HEDCO, UNESCO, the World Bank, UNDP, CODESPA,
FPSC, IEPALA, International Promotion Cultural Fund, American-Mideast
Institutional Development for Educational & Training Services.
Italy, for example, has contributed to different educational projects through the following channels:
·1 PA ministry of education [capacity building in policy-formulation & management; policy analysis & formulation; Palestinian curriculum development; West Bank replacement of unstable schools & supplementary reading]
·2 PA ministry of higher education [Italy’s university scholarships; training of science & mathematics teachers]
·3 UNESCO [strengthening &improving primary & basic education]
·4 World Bank [support to the Palestinian education system]
[1]
Algeria, Argentina, Australia, Austria, Belgium,
Brunei, Canada, China, Czech Republic, Denmark, Egypt, Finland, France,
Germany, Greece, Iceland, India, Indonesia, Ireland, Israel, Italy, Japan,
Jordan, Kuwait, Luxembourg, Netherlands, Norway, Portugal, Qatar, Republic of
Korea, Romania, Russia, Saudi Arabia, Spain, Sweden, Switzerland, Turkey,
United Kingdom, USA.
[2] Arab Fund, European Union, EU Investment Bank, International Finance Corporation, United Nations Development Program (UNDP), United Arab Emirates, World Bank, World Food Program.
[3]
PA, Ministry of Planning and Cooperation
(MOPIC), Aid Coordination Department, MOPIC’s 1998, Second Quarterly Monitoring
Report of Donor’s Assistance, June 30,1998, p1 of 1.
[4] The World Bank, Palestine Economic Policy Research Institute, Development under Adversity? The Palestinian Economy in Transition, Discussion Draft, Meeting of the Consultative Group for the West Bank and Gaza, October 30, 1997, Chap 10, p .1.
[5]
Detailed list of educational projects, by donors
and through Organizations and Funds, in MOPIC’s 1998 Second Quarterly
Monitoring Report of Donors’ Assistance, June 30, 1998, pp7-11 of 49.