“The new Palestinian grades 1–4 curriculum is significantly more radical than in previous curricula…”
This was just one of the findings put forth in a new report by the Institute for Monitoring Peace and Cultural Tolerance in School Education (IMPACT-se).
IMPACT is “a research, policy and advocacy organization that monitors and analyzes education. It employs international standards on peace and tolerance as derived from UNESCO declarations and resolutions to determine compliance and to advocate for change when necessary.”
The 57-page document attempts to present the Palestine school curriculum in a balanced manner. They fail but only because the lessons are clearly biased.
The report looks at grades one through four and 11 and 12 of the 2016-2017 Palestinian Authority educational curriculum. They determined that although there were minor improvements in some areas, most curriculum “promotes the century-old paradigm of a ceaseless effort to destroy Israel in stages.”
A lesson for first grade students provides a poem which the report categorizes as “benign and patriotic, even as it alludes to struggle and defense.” However, the picture that is included does not hint towards peacefulness.
The Palestinian National Anthem is taught in third grade lessons. Their song praises the efforts of “the Fida’i, warriors of Fedayeen. According to the report those are “guerilla-suicide warriors who pioneered Palestinian terrorism.”
The song ends with the verse;
“By the oath under the flag
By my land and people, and the fire of pain
I will live as a warrior, I will remain a warrior,
I will die as a warrior—until my country returns.”
Another third grade song teach the children about . Entitled “The Land of the Generous,” the song is violent
“I vow I shall sacrifice my blood, to saturate the land of the generous
And will eliminate the usurper from my country, and will annihilate the
remnants of the foreigners.”
In third and fourth grades, martyrs become the focus of study. The illustration in the book shows a classroom of children. The sign at the desk reads, “The Martyr.” In this way, dying for their country is encouraged at a shockingly young age
The concept of martyrdom is hammered into the pupils in many ways. On one page, a math lesson uses wars to teach numbers.
“The number of martyrs of the First Intifada during 1987–93 totaled 2026 martyrs, and the number of martyrs of the Al-Aqsa Martyrs Intifada in the year 2000 totaled 5,050 martyrs while the number of the wounded reached 49,760. How many martyrs died in the two Intifadas?”
The problem is accompanied by a photo of a “funeral procession featuring coffins covered with the Palestinian flag.”
A third grade math question looks very similar. “The number of the Palestine martyrs during the aggression on the Gaza Strip in the year 2014 reached 2,139.” It then instructs the children to “Write the number of martyrs in words; then read the number.”
The lessons, as a whole, ignore the existence of Israel. The ongoing conflict between the two nations will be carried on into the next generation if the Palestinian Authority is in charge of teachings.
A map presented in the curriculum reflects this stubborn denial.
The report explains the it is “a political map of Palestine that includes the entire territory of Israel, with neighboring Arab countries; but Israel is not depicted.”
When Israel and its citizens are acknowledged, it is done in hateful diatribe. The report describes that “Nine-year-old children are taught that Israeli security forces purposely block ambulances and endanger lives.”
By age 10, a more in-depth look at the alleged horrors is presented. The students are taught Palestine children have suffered at the hands of the Israelis. The photo with two smiling children has this description;
“I learned: The children in Palestine suffer different forms of violence because of the occupation, which constitutes danger to their lives. It follows these methods: killing, arresting and detaining children for long hours; locking them in their homes; stopping them from arriving safely at their schools, or intimidating them; and displacing them by killing or arresting their relatives and destroying their homes.”
The loathing of non-Muslims is palpable. There are no benign statements or pictures here. taught in these schools will clearly grow up believing this indoctrination.
This first grade photo depicts this verse in the Quran;
“The path of those upon whom You have bestowed favor, not of those who have evoked [Your] anger or of those who are astray.”
The message of hate and genocide grows even more direct in the upper grades. In a text discussing the fight and victory over the Jewish people, the story is told; “The Messenger [Muhammad] already announced [the good news of] the end of the Jews’ oppression upon this Holy Land and the removal of their corruption and of their occupation thereof. [It is told] by Abu Hurayrah [one of Muhammad’s Companions] that the Prophet said: “The End of Days will not take place until the Muslims fight the Jews, and the Muslims will kill them to a point that a Jew will hide behind a rock or a tree, and then the rock or the tree will say: ‘O, O God’s servant, there is a Jew behind me, so come and kill him, except the salt bush (Gharqad), for it is one of the Jews’ trees.’”
These are young men and women being trained to fight, to kill, and to die. This is the religion and the lessons of Palestine. A direct line between the current and this type of teaching is an easy one to draw. As the report states, “One conclusion and recommendation to be drawn from this finding is urgency.”
While the world fights men and women from these countries, the next generation is being groomed to become killers as well. If we desire an end to terrorism, it is becoming clear that we need to address the needs of their children as well.