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| Pâ•qidꞋ Yi•rᵊmᵊyâhꞋ u |
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.
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.
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.]
Israeli regions cities and towns are: "Israeli settlements in Galilee in northern "Palestine"
Israel's Negev is: "Southern "Palestine"
"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.
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:
Modern events are misrepresented to portray Israel as active in an ongoing attack against Islam and the Arabs. Two examples:
The same hateful portrayal of Jews and Israel found in the school books is promoted regularly on "Palestinian" television. There too,
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" ["the 'Lightning [Steed]' 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]
"It is mentioned in the Talmud: "We [the Jews] are God's people on earth…[God] forced upon the human animal and upon all the nations and the races that they serve us, and He spread us through the world to ride on them and hold their reigns. We must marry our beautiful daughters with kings, ministers and lords and enter our sons into the various religions, thus, we will have the final word in managing the countries. We should cheat them [the non-Jews] and arouse quarrels among them, then they fight each other… Non Jews are pigs who God created in the shape of man in order that they be fit for service for the Jews, and God created the world for them [the Jews]." [The Contemporary History of the Arabs and the World, P. 120]
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: – "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].
Thousands of years of Israeli – Jewish history and traditions and 2000 years of yearning to return to Israel, are likewise brushed away with: "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].
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:
Furthermore, Israel's legitimacy is denied from the first international recognition until today: "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]
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:
Notice absence of Israel or Jews in "Questions: …
After erasing and ignoring Jewish history in Israel, it is replaced by the fabrication of a fictitious ancient "Palestinian" history":
To fabricate a fictitious connection to Jerusalem before it was Israel's capital, the school books teach that the inhabitants of Jerusalem before the Jews were Arabs:
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.
As in the texts, the Jewish history in the land of Israel is called: "false" "fake" "claims" and "allegations":
Again echoing the school books, PA television presents Israel as a foreign colonial "entity": "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]
The calls to fight and eliminate Israel through Ji•hâdꞋ and Is•ti•shâdꞋ 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.
This text follows a map of "Palestine" that replaces all of Israel. "…there will be a Ji•hâdꞋ 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 Ji•hâdꞋ against Israel:
The books then ask questions to emphasize the message that Israel, the enemy, is to be fought and defeated:
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:
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:
The promotion of violence against Israel is rampant on "Palestinian" television:
Echoing the school books, the ultimate victory over Israel is also promised:
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| Official "Palestinian Authority" State Information Service (SIS) map, handed out in foreign media presses and used in their children's school books, showing Israel completely eradicated from Middle East (Palestinian Media Watch 2010.02.01). (Notice that they didn't even get the directions correct!) Turkey also publishes this map among its Istanbul foreign tourists maps |
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.
"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.
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.
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:
The children are often taught that Israeli industry is "Palestinian", as in these examples:
Israeli cities are presented as "Palestinian" cities on PA TV, as well.
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:
"Palestinian" Authority (PA) school books praise and encourage the waging of Ji•hâdꞋ.
Fighting is the highest level of Ji•hâdꞋ:
The reward for Ji•hâdꞋ:
The punishment for shirking Ji•hâdꞋ:
Ji•hâdꞋ is promoted not only in books on Islamic studies, but in grammar, literature and civic studies as well:
PA school text books glorify Is•ti•shâdꞋ as an ideal to be sought. The fortunate are those who are killed – reaching "Is•ti•shâdꞋ".
Numerous poems encourage the children to see themselves as future fi•da•yinꞋ seeking Is•ti•shâdꞋ. Many school book poems have the word "Shâ•hidꞋ" 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.
The students are instructed to "learn the following poems by heart", as well:
Grammar exercises likewise glorify Is•ti•shâdꞋ: "Write five lines on the virtues of the Shu•had•âꞋ and their superior status." [Our Arabic Language for Fifth Grade. # 542. p. 201]
The Ji•hâdꞋ-Shâ•hidꞋ concept is encouraged and glorified though many personal stories. The following are excerpts from a sixth grade school book:
The entire content of this book is the glorification of war and Ji•hâdꞋ. [See appendix]
Selections for in depth study from "Palestinian" Authority school books
The appendix includes the text material that appeared in the report, often in greater context, as well as additional selections of interest.
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| Official "Palestinian Authority" State Information Service (SIS) map, handed out in foreign media presses and used in their children's school books, showing Israel completely eradicated from Middle East (Palestinian Media Watch 2010.02.01). (Notice that they didn't even get the directions correct!) Turkey also publishes this map among its Istanbul foreign tourists maps |
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 Shu•had•âꞋ 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:
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]
Some of the most outstanding acts of revolt were that of the fi•daiꞋ Sheikh 'Iz al-Din al-Qassam and his brother fi•da•yinꞋ … Our brothers in Arab and Muslim countries felt the danger threatening us and joined with us in a noble Ji•hâdꞋ… until the [Arab] Nation recruits its forces and there will be a call to Ji•hâdꞋ 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, Shu•had•âꞋ, 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 Ji•hâdꞋ 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 "Palestinian"s. 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 Ji•hâdꞋ 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 Shâ•hidꞋ 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? [Ji•hâdꞋ -ed.] 4. The poet urges the Arabs to undertake Ji•hâdꞋ. 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 Shâ•hidꞋ]:
"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 Ji•hâdꞋ 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 fi•da•yinꞋ. [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 What were the purposes of the Jews in setting al-Aqsa Mosque on fire? Can you find a difference between the Crusader occupation of Jerusalem in the past and the Jewish occupation now? Explain your position. 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 Ji•hâdꞋ?… And on your land are convoys of "Is•ti•shâdꞋ"… 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 Ji•hâdꞋ, 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]
Make use of the following expressions in logical sentences: Wise opinion the Zionist danger he called for a Ji•hâdꞋ disaster [Our Arabic Language, Part One for Sixth Grade #553 p.29]
Poem to Learn by Heart:
'Oh Jerusalem' by Yusuf al-'Izam, 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. -ed.]
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? [Our Arabic Language, Part One for Sixth Grade #553 p. 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 Is•ti•shâdꞋ 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 Ji•hâdꞋ 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] The poet presents a number of scenes of the capture of Jerusalem [by Saladin – Muslim leader who captured Jerusalem from Christian control in 1187]. 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. 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]
The difference between Zionism and Imperialism:
Zionism & Imperialism – Zionism is not linked to land or country, Colonies are an extension of the motherland, A tool for establishing a non-existent State, A tool and means for serving a state which exists, in effect believes in the elimination of the original inhabitants, Imperialistic behavior has not gone as far as the elimination of original inhabitants. Settlement based on the foundation of false religious and historical rights, Based on foundations of economic interests [The Contemporary History of the Arabs and the World, P. 123]
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]
"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 Ji•hâdꞋ 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: … Tracing and following Zionist greed in "Palestine". [Modern Arab History and Contemporary Problems, Part Two, for Tenth Grade #613 p. 47]
The Shâ•hidꞋ 'Izz al-Din al-Qassam: In 1935 Shaikh al-Qassam left Haifa together with a group of fi•da•yinꞋ… 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]
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: 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: … 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: … 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 # 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: … 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 … 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]: 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. [See photos: Arab Muslims destroy Joseph's Tomb and Arab Muslims bulldoze away archeological evidence of Jewish Temple]] They have killed the Muslim and Christian inhabitants of "Palestine", whose inhabitants are still suffering oppression and persecution under racist Jewish administration. [See photos: Arab Muslims lynching Jews, holding up their entrails]
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… 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]
… The al-Buraq wall [["the 'Lightning [Steed]' Wall"]] 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 'Lightning [Steed]' Wall"]] 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 [["the 'Lightning [Steed]' Wall"]] … [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]
"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: The poem contains the following ideas: The Shâ•hidꞋ defended his homeland with valor and was killed with pride The memory of the Shâ•hidꞋ remains in this world and in the world to come The Shâ•hidꞋ's reward is paradise [Ibid. p. 134]
Discussion and Analysis: The poet chose the title: 'Bayonets and Torches'. What is he hinting? The poet says: In your left hand you carried the Koran, And in your right and Arab sword. Explain the meaning of this… The poem represents a reality lived by "Palestinian"s. Explain this. [Ibid. p. 135-136]
Language Exercise: Change from single to plural: Example: Shâ•hidꞋ…Shu•had•âꞋ [ Our Arabic Language for Fifth Grade. # 542 p. 70]
Language Exercise: Distinguish between verb and noun clauses: We have sacrificed Shâ•hidꞋ after Shâ•hidꞋ. [Ibid. p. 74]
Exercises: Pair usage: … C.- A Shâ•hidꞋ is honored by Allah. -Two Shu•had•âꞋ are honored by Allah. [Our Arabic Language, Part One for Sixth Grade #553 p. 37]
Language Exercises: … Complete: … What has been taken by force _ _ _ will only be restored _ _ _ by force. [Ibid. p.65] Grammar exercises: … The fi•daiꞋ died a Shâ•hidꞋ 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 Shu•had•âꞋ 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 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 Shu•had•âꞋ die when they "stood erect"? Is•ti•shâdꞋ is life … [Ibid. p. 171]
Write six lines in which you explain to your friends the merit of Ji•hâdꞋ for Allah. [Our Arabic Language, Part One for Sixth Grade #553 p.29]
The use of – A son said to his father: My father, he who fights a Ji•hâdꞋ for Allah's sake and defended his religion and is killed for Him, are Allah's true words applicable to him…? Well said, my young son. – Thank you, my father. I ask Allah to grant us a Shâ•hidꞋ's death and that he gather us [in death] together with the Prophets, the honest ones and the Shu•had•âꞋ. [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 Ji•hâdꞋ for Allah. [Our Arabic Language, Part Two, for Sixth Grade. #554 p. 27]
Poem entitled: 'The Shâ•hidꞋ' 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 Shâ•hidꞋ – Abd al-Rahim Mahmud 1 – I shall take my soul in my hand and hurl it into the abyss of death [in war] – I shall either live a life that will please my friends or die a death that will enrage the enemy The soul of a noble man has two aims: the receipt of death and the achievement of desires… – Upon your life, I see my death and am marching speedily towards it – Upon your life, this is the death of men and he, who seeks an honorable death – this is that death – I throw down my heart before the enemy my heart is iron and my fire the fire of hell – 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: How does the poet express his desire for Is•ti•shâdꞋ in the first verse? What is the kind of death that enrages the enemy? The poet states that there are two aims in a Ji•hâdꞋ. Name them. 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 Is•ti•shâdꞋ in the battle…" [Our Arabic Language for Fifth Grade. # 542, p. 193]
Write five lines on the virtues of the Shu•had•âꞋ 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: …The youth will not tire, They desire to be free or to perish 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: The soldier sacrificed himself as a Shâ•hidꞋ for his homeland. The fi•daiꞋ 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: 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 Ji•hâdꞋ 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 Shâ•hidꞋ 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 Ji•hâdꞋ Make use of the ideas in the previous subject: The meaning of Ji•hâdꞋ. Helping fi•da•yinꞋ produce modern weaponry. The dangers of shirking Ji•hâdꞋ. Discuss the subject of "Ji•hâdꞋ" before your class. [Composition and Summarizing for Ninth Grade #593 Unit Three p. 23]
… Ji•hâdꞋ 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]: … "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: 'Ji•hâdꞋ for Allah' …" the Prophet said: "Whoever truly seeks Is•ti•shâdꞋ from Allah will be brought by Allah to the houses of the Shu•had•âꞋ, 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 Shâ•hidꞋ, 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: Fights the Ji•hâdꞋ against their enemies in the name of his brother Muslims. 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 fi•daiꞋ for the sake of Allah? [Ibid p. 146]
I have learned from this unit the following: to sacrifice one's life and property for Allah and the Homeland. to bear difficulties and to believe in the decree of Allah and the fate He has determined. The Jews are treacherous and disloyal. [Islamic Religious Education for Fourth Grade #736, p. 55]
The verses clarify many matters, including: The Prophet is the best example to the faithful in his devotion, in his Ji•hâdꞋ… [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 Shâ•hidꞋ for Allah and those who are still bound by the covenant, awaiting the attainment of Is•ti•shâdꞋ … [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 Ji•hâdꞋ. 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 Ji•hâdꞋ and its various types: There are three kinds of Ji•hâdꞋ: Ji•hâdꞋ with property, Ji•hâdꞋ with one's life and Ji•hâdꞋ by means of language… 1. Ji•hâdꞋ 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 Ji•hâdꞋ because the fi•daiꞋ 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 Ji•hâdꞋ: Ji•hâdꞋ 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 Ji•hâdꞋ 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 Ji•hâdꞋ? 2. What is the highest class of Ji•hâdꞋ? 3. Explain when Ji•hâdꞋ becomes an individual religious duty. [Ibid p. 110] The Shâ•hidꞋ in Islam. You have learned in previous lessons that the fi•daiꞋ 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 Ji•hâdꞋ he obtains one of two good things: either victory or Is•ti•shâdꞋ. What is the meaning of Is•ti•shâdꞋ? What is the status of the Shâ•hidꞋ. What is the [religious] judgment on him? The Meaning of Is•ti•shâdꞋ ['Shehada']: Is•ti•shâdꞋ ['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 "Shâ•hidꞋ", because Allah, be He exalted, and His angels in heaven "witness" ["Shahida"] his entry into paradise…
The Place of the Shâ•hidꞋ: Is•ti•shâdꞋ for Allah is the hope of all those who believe in Allah and have trust in His promises. Therefore the Shâ•hidꞋ 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 Shâ•hidꞋ 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 Shâ•hidꞋ, the Sahaba [companions of the Prophet] used to vie with each other in Ji•hâdꞋ, seeking Is•ti•shâdꞋ. [Ibid p. 113]
Allah loves the Ji•hâdꞋ, 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] Islam the True Religion Commentary: These verses prove the superiority that is in Ji•hâdꞋ for Allah's sake… and warn against evading a Ji•hâdꞋ for Allah… and a warning to the Muslims not to defy His word nor refrain from Ji•hâdꞋ… [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 fi•da•yinꞋ. [Ibid p. 125]
To what do the verses guide us? The Muslim believes in Allah and His Messenger and fights a Ji•hâdꞋ 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]
Numerous excerpts from the following text book have been translated to demonstrate the treatment of Ji•hâdꞋ and Is•ti•shâdꞋ. The following text are typical of the entire book.
His Early Bravery Under the desert sun beating down a boy was born… The first words the young boy heard were the words "Ji•hâdꞋ", "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 "Ji•hâdꞋ", "attack" and "conquest"… Uqba grew up with the love of "Ji•hâdꞋ" 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 Ji•hâdꞋ for Allah and whose greatest pleasure was fighting under the banner of Islam… For him no joy equaled that of taking part in Ji•hâdꞋ. [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 Ji•hâdꞋ, 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 Ji•hâdꞋ and of dying as a Shâ•hidꞋ. [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 Ji•hâdꞋ". [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 Ji•hâdꞋ 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 Is•ti•shâdꞋ, O you believers"… and they all fell as Shu•had•âꞋ, their pure blood painting the soil… [Ibid p. 119]
Al-Makhtar … was one of the best known fi•da•yinꞋ 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 fi•daiꞋ and nothing more… [Reading And Literary Texts for Tenth Grade – #607 p. 99, 101]
The Spirit of the Text: fi•da•yinꞋ Shu•had•âꞋ 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 Shu•had•âꞋ and honor them by teaching their children the story of their lives generation after generation.
Discussion and Analysis: … Of what does the struggle of the Libyan people against the invaders remind you? [Ibid. p. 103, 105]
The Shâ•hidꞋ '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 Ji•hâdꞋ… Al-Qassam began to warn the Arabs people in "Palestine" of the Zionist danger. He called for Ji•hâdꞋ … In 1935 Shaikh al-Qassam left Haifa together with a group of fi•da•yinꞋ… When the British officer called out to the fi•da•yinꞋ: 'Surrender and you will be spared', Shaikh al-Qassam shouted back: 'No, we shall not surrender, this is a Ji•hâdꞋ for Allah'. Then he turned to his companions and cried out to them: 'Die as Shu•had•âꞋ'…
The bodies of the Shu•had•âꞋ 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]
[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 civilization 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 civilization, 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 civilization 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 civilization, 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 civilization? 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 civilization… [Page 16] … We do not claim that the collapse of Western civilization, and the transfer of the centre 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, 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 civilization] 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].
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: … 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 judgment 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 [Moses?!? Conspicuous non sequitur; ybd], 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 Judgment 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 Tor•âhꞋ … However, later the Israelites rebelled against their Lord and distorted His book. [Rejecting false prophet Muhammad is obedience to Tor•âhꞋ (Dᵊvâr•imꞋ 13.1-6); it is Muslims – who are ignorant of Tor•âhꞋ and clueless how ignorant is their foolish claim – who advocate their false prophet that is distortion.] They argued and corrupted the land, and Allah, therefore, threatened them with the torments of the Day of Judgment. [Ibid. p. .31- 32]
Our Master Abraham was a Muslim monotheist and was not from among the idolaters. [if they are Canaanites, as they claim, then that is self-contradicting and impossible. If they are Philistines, as they claim, it is doubly self-contradicting and impossible. Since they reject the indivisible entirety of Tor•âhꞋ, which is the inherited family tradition from Av•râ•hâmꞋ (and not "Ibrahim"), they contradict themselves thrice-over; utter and absurd foolishness.] [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.
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.
Table #1 – Number of Schools and Students – 1990
West Bank Gaza Strip Total Number of Schools 1206 305 1511
Number of Students 353,364 175,856 529,220
Table #2 – School Supervision and Responsibility – 1990
Schools under: West Bank Gaza Strip Total Israeli Civil Administration 75% 50% 62%
UNWRA 12% 45% 31% Private 12% 5% 7%
Table #3 – Number of Schools – 1997
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
Table #4 -Numbers of Teachers in Educational Frameworks 1996-1997
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
Table #5 – Numbers of Students in Educational Frameworks 1996-1997
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 and 8 international organizations 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 , 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 .
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 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]
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