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The grossest examples from new Palestinian textbooks

Oct 15, 2019
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Violence, martyrdom and jihad are the recurring themes throughout all twelve years of the Palestinian public school.

– Extreme nationalist and Islamist ideas get more space than before, this also applies to mathematics and science, a new report shows.





  • Click here to read a summary of the report




<H3 '3. classmates read a poem about "exterminating the remnants of the aliens"



2019-10-09_14-05-09
Our Beautiful Language, Vol. 2, Grade 3, 2019, p. 66. (Previously — Our Beautiful Language, Vol. 2, Grade 3, 2018, p. 64.)




The liberation of all of Palestine is described in a violent poem for 3rd grade students. There is talk of “sacrificing blood” to “eliminate the power robbers” and “exterminate the remnants of the aliens”.





The refugees must return with weapons in hand





2019-10-09_16-00-52
Arabic Language (1): Reading, Grammar, Prosody and Expression, Grade 12, 2019, pp. 84–87. (Previously- Arabic Language (1): Reading, Grammar, Prosody and Expression, Grade 12, 2018, pp. 83–86.)




Nakba (disaster) does not end until all refugees can return with weapons in hand.





Demand the right to return – Israel is gone



2019-10-10_09-23-42
Islamic Education, Vol. 2, Grade 8, 2018, p. 88. (Previously — Islamic Education, Vol. 2, Grade 8, 2017, p. 88.)




The picture illustrates what it will be like when the demand for the right to return is met – Israel is gone.





Israel is Satan’s servant





2019-10-10_10-02-29
Arabic Language, Vol. 1, Grade 7, 2019, p. 67. (Previously — Arabic Language, Vol. 1, Grade 7, 2018, p. 66.)




“Where are those who will go against al-Aqsa to free it from the fist of the unbelievers, from Satan’s servants?”





Israel deleted from the map





2019-10-10_10-06-31
National and Social Upbringing, Vol. 1, Grade 4, 2019, p. 7. (Previously — National and Social Upbringing, Vol. 1, Grade 4, 2018, p. 7.)




4th classmates are shown “The States of the Arab Homeland.” A Palestinian flag is flying over the entire area, which includes Israel, the West Bank and Gaza. Similar maps of the Arab world – but without Israel – are included in textbooks for 6th and 11th graders.





The Jews’ connection to Jerusalem forties





2019-10-09_16-05-42
National and Social Upbringing, Vol. 1, Grade 3, 2019, pp. 29, 95. (Previously- National and Social Upbringing, Vol. 1, Grade 3, 2018, pp. 28, 92.)




3rd classmates are told that Jerusalem is sacred to Muslims and Christians. The Jews’ connection to the city, which dates much further back in time than Christians and Muslims, is being concealed.





Forgery of history about Jerusalem





2019-10-10_09-34-24
Social Studies, Vol. 1, Grade 7, 2019, pp. 60–61. (Previously — Social Studies, Vol. 1, Grade 7, 2018, pp. 61–62.)




7th class students are told that the Jews’ connection to Jerusalem is a falsification of history. The Jews are accused of “building new Jewish synagogues in the old city that have never existed before”. When Jordan conquered the old city in 1948, at least 34 (Raphael Israeli writes 58) synagogues in the city were destroyed.





Jerusalem will “spit out the slaughter of foreigners”





2019-10-10_10-23-32
Arabic Language, Vol. 1, Grade 10, 2019, p. 18. (Previously — Arab Language, Vol. 1, Grade 10, 2018, p. 17.)




“The article focuses on the dangers that surround Jerusalem, such as the foreign centers that lie above its urban space and take its breath away, the foreign walls that surround it, the checkpoints that restrict its movements and the Hebrew letters that threaten its cultural character. But this is Jerusalem – a real and holy land that will spit out the slaughter of foreigners and those who pretend [they have rights in the city]. “





Those who die as martyrs get 72 virgins in paradise





2019-10-09_14-35-21
Islamic Education, Vol. 1, Grade 9, 2019, p. 13. (Previously — Islamic Education, Vol. 1, Grade 9, 2018, p. 12.)




Ninth-grade students are told that those who die as martyrs will be forgiven, secure in the afterlife, and will be able to marry 72 wives among the virgins. He can also pray for 70 of his relatives.





Children participating in jihad are the “safety valve in society”





2019-10-09_16-11-13
Islamic Education, Vol. 2, Grade 8, 2018, p. 93. (Previously — Islamic Education, Vol. 2, Grade 8, 2017, p. 93.)




Children are encouraged to carry out jihad to protect the homeland and expel the enemy for the cause of Allah.





Jihad is about armed war





2019-10-09_16-17-26
Islamic Education, Vol. 2, Grade 8, 2018, pp. 49–52. (Previously — Islamic Education, Vol. 2, Grade 8, 2017, pp. 49–52)




The book for 8th grade students selects six Quranic verses that define jihad as armed warfare. No other interpretations are presented. Martyrdom is also part of jihad and a reward awaits those who choose that path.





The Munich massacre of eleven Israeli athletes is supported as an attempt to hit “Zionist interests abroad”





2019-10-09_14-21-53




“Fedayeen (…) also tried to attack Zionist interests abroad, such as the Munich operation in 1972…”





Martyrdom and jihad are “the most important meaning of life”





2019-10-09_14-06-43
Arabic Language, Vol. 1, Grade 5, 2019, p. 20. (Previously — Arabic Language, Vol. 1, Grade 5, 2018, p. 27.)




5th classmates are told that “giving one’s life, sacrifice, fighting, jihad and striving is the most important meaning of life”.





The martyrs were the fuel for the intifada





2019-10-10_09-51-27
History, Vol. 2, Grade 11, 2019, p. 11. (Previously — History, Vol. 2, Grade 11, 2018, p. 11.)




“The blood of the martyrs was the fuel that propelled the intifada and gave it the power to continue.”





Sacrificing life in battle is the greatest





2019-10-10_09-07-55
Islamic Education, Vol. 1, Grade 7, 2019, pp. 85–89. (Previously- Islamic Education, Vol. 1, Grade 7, 2017, pp. 80–83.)




An entire chapter is about the value of sacrificing in different ways. “Life sacrifice” is “the most noble” kind of sacrifice, and this is associated with military heroes in early Islamic history and in the armed struggle of the Palestinians in modern times. “





Palestine runs from the Mediterranean Sea in the west to the Jordan River in the east





2019-10-09_15-58-27
Social Studies, Vol. 1, Grade 6, 2019, p. 57. (Previously — Social Studies, Vol. 1, Grade 6, 2018, p. 56)




6th classmates must define Palestine’s borders. They go “from the Mediterranean Sea in the west, to the Jordan River in the east”. Israel is completely off the map.





“I sacrifice myself to liberate the al-Aqsa Mosque”





2019-10-09_16-02-21
Islamic Education, Vol. 1, Grade 5, 2019, pp. 65, 103. (Previously — Islamic Education, Vol. 1, Grade 5, 2018, pp. 65, 103.)




Students in fifth grade are encouraged to “sacrifice” for the liberation of Al-Aqsa. Ever since 1967, al-Aqsa has been controlled by a Muslim organization. Also notice the map where Israel is gone.





5th classmates are encouraged to follow in the footsteps of female terrorists





2019-10-09_13-56-56
Arabic Language, Vol. 2, Grade 5, 2019, pp. 51–61. (Previously — Arabic Language, Vol. 2, Grade 5, 2018, pp. 51–61.)




Dalal Mugrahbi, who led a terrorist attack in 1978, is honored in an entire chapter in the textbook for 5th graders. 38 Israeli civilians, including 13 children, were killed in the attack, 71 were wounded.





In a book for 9th grade students, it is falsely claimed that Mughrabi’s attack “resulted in the deaths of more than 30 soldiers”.





The Wailing Wall is portrayed as Muslim





Islamic Education, Vol. 1, Grade 5, 2019, p. 63. (Previously — Islamic Education, Vol. . 1, Grade 5, 2018, p. 63.)




“The Al-Buraq wall is part of the western wall of the Al-Aqsa Mosque, and Muslims alone have an absolute right to it.”





The territory of Palestine includes the territory of Israel





2019-10-09_16-14-27
Social Studies, Vol. 1, Grade 8, 2019, p. 9. (Previously — Social Studies, Vol. 1, Grade 8, 2018, p. 9.)




8 thereof. classmates learn that Palestine is 27,000 square kilometers. That is the total area of ​​Gaza, the West Bank and Israel combined.





Classic anti-Semitic imagery





2019-10-09_14-00-27
History, Vol. 1, Grade 11, 2019, p. 9. (Previously- History, Vol. 1, Grade 11, 2018, p. 9.)




A history book for 11th grade students suggests that Jews control the world and use classic anti-Semitic images. The text reads: “Cultural colonialism: The most dangerous form of colonialism, because it attacks the spirit and faith of the nation.”





Jews are “enemies of Islam”





2019-10-09_14-29-53
Islamic Education, Vol. 2, Grade 5, 2019, pp. 65–66. (Previously — Islamic Education, Vol. 2, Grade 5, 2018, pp. 65–66.)




Schoolchildren in fifth grade are told an anti-Semitic myth that the Jews tried to kill the Prophet Muhammad. It is largely rejected by mainstream Islam and is not mentioned in the Qur’an, writes IMPACT-se. The Jews are referred to as “enemies of Islam”.





Jews are corrupt





2019-10-10_09-29-39
Islamic Education, Vol. 1, Grade 11, 2019, pp. 10–16. (Previously — Islamic Education, Vol. 1, Grade 11, 2018, pp. 10–16.)




“Corruption of the children of Israel in the land was and will be the cause of their extermination,” the religious text states. Students are asked to “explain the corruption of the children of Israel in the light of these verses.”





Firebombs against bus passengers are described as “barbecue”





2019-10-10_09-41-16
Arabic Language, Vol. 1, Grade 9, 2019, p. 61. (Previously- Arabic Language, Vol. 1, Grade 9, 2018, p. 61.)




“It looks like there’s a barbecue party with firebombs on one of the buses…”





Blood lie: “Zionists set fire to al-Aqsa Mosque”





2019-10-09_14-27-37
Social Studies, Vol. 2, Grade 7, 2019, p. 49. (Previously — Social Studies, Vol. 2, Grade 7, 2018, p. 52)




“The Zionists set fire to the Al-Aqsa Mosque on August 21, 1969,” this textbook tells 7th graders. In fact, Australian Christian tourist Denis Rohan set fire to the Al-Aqsa Mosque.





Dying is betterthan to live





2019-10-09_14-33-11
Arabic Language, Vol. 1, Grade 5, 2019, p. 15. (Previously — Arabic Language, Vol. 1, Grade 5, 2018, p. 14.)




The text honors Palestinian martyrs. “Drinking the cup of bitterness with honor is much sweeter than a good, long life of humiliation.”





“Martyrs have more honor than all of us”





2019-10-10_09-25-59
Arabic Language, Vol. 2, Grade 6, 2019, p. 35. (Previously — Arabic Language, Vol. 2, Grade 6, 2018, p. 34.)




Tribute by martyrs is used in the teaching of grammar.





Attacks on Soldiers in the Science Book





2019-10-09_14-02-42
Science and Life, Vol. 1, Grade 7, 2019, p. 57. (Previously — Science and Life, Vol. 1, Grade 7, 2018, p. 57.)




Newton’s other laws are explained along with a picture of a man attacking soldiers with a sling.





Haifa, Jaffa and Jerusalem must be conquered





2019-10-09_14-40-34
Our Beautiful Language, Vol. 1, Grade 2, 2019, p. 44. (Previously — Our Beautiful Language, Vol. 1, Grade 2, 2018, p. 42.)




“We carry the flame of the revolution to Haifa, to Jaffa, to Al-Aqsa, to the Rock Mosque.”





Political propaganda in the mathematics book





2019-10-10_09-32-26
Mathematics, Vol. 2, Grade 7, 2019, p. 97. (Previously — Mathematics, Vol. 2, Grade 7, 2018, p. 97.)




The claim to the right to return appears in this 7th grade math book.





War in the Name of Islam





2019-10-10_09-43-13
Islamic Education, Vol. 1, Grade 11, 2019, pp. 114–115. (Previously — Islamic Education, Vol. 1, Grade 11, 2018, pp. 114–115.)




Jpad is explained to 11th graders as a battle against the enemies of Islam – the infidels. “The infidels must be given a warning before the battle, either to submit to Islam or to live under Islamic rule under Islamic conditions.





Israel will be deleted from the map





2019-10-10_10-08-25
Geography, Vol. 1, Grade 10, 2019, p. 10. (Previously — Geography, Vol. 1, Grade 10, 2018, p. 10.)




Israel has been removed from the geography map for 10th grade students. Israeli cities such as Jaffa, Haifa, Safed, Tiberias, Acre and Nazareth are portrayed as Palestinian.





The Negev is located in Palestine





2019-10-10_10-10-36
Mathematics, Vol. 2, Grade 6, 2019, p. 9. (Previously — Mathematics, Vol. 2, Grade 6, 2018, p. 9.)




The Negev Desert is shown and described as part of Palestine.





In another 6th grade textbook, students are asked to calculate the length of the border between Palestine and Egypt – it is shown as the entire length between Eilat and the Mediterranean Sea at Rafah south of the Gaza Strip.





Hijackings are described as “operations against Zionist targets”





2019-10-09_14-43-35
Geography and Modern and Contemporary History of Palestine, Vol. 2, Grade 10, 2019, p. 61. (Previously — Geography and Modern and Contemporary History of Palestine, Vol. 2, Grade 10, 2018, p. 61.)




The PLO’s hijacking of Pan Am and Lufthansa in 1973, in which 32 passengers were killed, is described as “operations against Zionist targets”. Attacks on civil aviation are not criticized and are not questioned.





Murderers of civilian, unarmed Jews are honored





2019-10-10_09-10-23
Arabic Language (1): Reading, Grammar, Presentations and Expression, Vol. 2, Grade 11, 2019, pp. 34–38. (Previously — Arabic Language (1): Reading, Grammar, Presentations and Expression, Vol. 2, Grade 11, 2018, pp. 32–36.)




A poem pays tribute to three Arabs who were convicted and hanged by the British Mandate in 1930. The Arabs were convicted of murdering innocent, unarmed Jews during the Arab uprisings / massacres of 1929.





The Jews are portrayed as liars and deceivers





2019-10-10_09-39-28
Islamic Education, Grade 12, 2019, p. 21. (Previously- Islamic Education, Grade 12, 2018, p. 21.)




The text describes the Jews of Muhammad’s time as liars and deceivers.





Jewish holy sites in Jerusalem are being censored





2019-10-10_09-55-20
Geography, Grade 12, 2019, p. 121. (Previously- Geography, Grade 12, 2018, p. 133.)




Muslim and Christian tourist destinations in Jerusalem are mentioned. Jewish sites are not mentioned.





Palestine’s enemies have used deception and rape





2019-10-10_09-57-14
Arabic Language, Vol. 1, Grade 10, 2019, p. 19. (Previously — Arabic Language, Vol. 1, Grade 10, 2018, p. 18.)




5th classmates are fed a radical nationalist and religious message. Palestine’s enemies are accused of using counterfeit and rape.





Death is destiny, jihad is your calling





2019-10-10_10-00-09
Islamic Education, Vol. 1, Grade 10, 2019, pp. 39-40. (Previously — Islamic Education, Vol. 1, Grade 10, 2018, pp. 39-40.)




Death is described as inevitable and predetermined. This theologic claim is directly linked to the call to fight jihad, with no room for other interpretations.





Israel is being covered by the colors of the Palestinian flag





2019-10-10_10-12-37
National and Life Education, Vol. 1, Grade 2, 2019, pp. 8, 13. (Previously — National and Life Education, Vol. 1, Grade 2, 2018, pp. 8, 13).




2nd classmates are asked to make the outline of Palestine with their bodies. They are also asked to color “your homeland” in the colors of the Palestinian flag.





School children are encouraged to sacrifice their blood





2019-10-10_10-16-51
Arabic Language, Vol. 1, Grade 10, 2019, p. 133. (Previously — Arabic Language, Vol. 1, Grade 10, 2018, p. 133.)




“And our pure blood, we will not save, we will not save, we will not save.”





The solution to overpopulation in Gaza is for those who live there to move to Israel





2019-10-10_10-30-27
Social Studies, Vol. 2, Grade 9, 2018, pp. 65–69. (Previously — Social Studies, Vol. 2, Grade 9, 2017, pp. 65–69.)




“The solution to the problem of overpopulation in Gaza lies first and foremost in the return of refugees to their homes to which they continue to hold the key in Beersheba, Iraq al-Manshiyya, Falluja, Webna, and other towns, villages, places and Bedouin villages. .. “





Israel is accused of premeditated murder of children





2019-10-10_10-40-20
Arabic Language (Vocational Branch), Grade 11, 2018, p. 98




The text mentions a Palestinian poet. In a poem, “he exposes the crime of the occupation and their cowardice when they hunt and kill children, such as the murder of this baby girl, Iman Hiju, at the beginning of the al-Aqsa intifada in 2001”.





The Zionists “established themselves with terror, extermination and colonization”





2019-10-10_10-35-46
Arabic Language, Vol. 2, Grade 10, 2019, p. 28. (Previously — Arabic Language, Vol. 2, Grade 10, 2018, p. 27.)




The thesis texts in the 10th grade demonize the Zionists as “criminal murderers” who “laughed when they killed their victims. It is also claimed that the Zionists established their unit on” terror, extermination and colonization “.





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So what does that have to do with you?
Palestinian curriculum and education are funded by your tax money. Both Denmark and Norway provide large sums of money in assistance to the Palestinian Authority (PA). Infinitum News has invited representatives from IMPACT-se to Norway to present their report to Storting politicians and the Ministry of Foreign Affairs.





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