Palestinian School Play – Source
The first step toward unlearning hate is to stop teaching it.
Every Palestinian child in the West Bank and Gaza is learning the same curriculum. In every school, in every grade and in nearly every subject, they’re learning violence and hate. It’s child abuse – plain and simple. And we can’t let it go on one day longer. Palestinian children deserve a hate-free education.
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Martyrdom in Mathematics
Grade 4, Mathematics, Vol. 1, p. 27
Math was taught by counting martyrs and suicide bombers.
A fourth-grade math exercise asks students to calculate the number of martyrs (including those who have carried out suicide bombings on buses and shopping centers) in Palestinian uprisings, accompanied by a photograph of raised coffins at a mass funeral.
Grade 3, Mathematics, Vol. 1, p. 15
Elementary math taught by counting martyrs of the Israel-Gaza war.
To teach numbers, a third-grade math exercise asks students to write out in letters the number of “martyrs”, (i.e. Palestinians who died) during the 2014 Israel-Gaza war, also known as Operation Protective Edge. The statistic posited by the textbook is 2,139 Palestinian deaths, which includes hundreds of members of Hamas, Islamic Jihad and other armed Palestinian organizations killed during that conflict. The textbook makes no distinction between these and civilian deaths.
8. The number of the martyrs of Palestine, during the 2014 Aggression on the Gaza Strip, reached 2,139 martyrs.
A. I’ll write the number of martyrs in words ___
B. I’ll write a number bigger than that ___
C. I’ll write a number smaller than that ___
Grade 3, Mathematics, Vol. 1, p. 9
Elementary math taught by counting martyrs of the 1st Intifada
To teach numerical digits, a third-grade math exercise asks students to spell out in digits the number of “martyrs”, (i.e. Palestinians who died) during the First Intifada (1987–1993). The given figure of 2,026, which appears to be highly inflated, inevitably includes a large number of Palestinian militants and terrorists killed during that conflict. The textbook makes no distinction between these and civilian deaths.
Exercise #11- I will read the following expressions and then write the numeral form of the colored numbers:
A. The length of Jerusalem’s wall is four thousand two hundred meters.
B. The number of schools in Palestine as of 2015 is two thousand eight hundred and fifty-six schools.
C. The number of martyrs in the First Intifada is two thousand and twenty six martyrs.
Violence in Science
Grade 7, Science, Vol. 1, p. 57
Newton’s Second Law taught through a child aiming a slingshot at soldiers.
Newton’s Second Law was explained by an image of a masked Palestinian boy aiming a slingshot at approaching soldiers. Students are asked “what are the forces that influence the object after its release from the slingshot and the coil?”
Newton’s Second Law
Activity 1: the object and the spring The Palestinians used diverse tools of heritage to fulfill their daily needs in agriculture, in hunting bird, or in playing games, in being amused, etc. Among them are the slingshot and the spring.
Observe the following pictures, and then answer the following questions:
1) What is the relationship between the elongation of the rubber of the slingshot and the tensile strength affecting it?
2) What are the forces that influence the object after its release from the slingshot and the spring?
Grade 10, Science, Vol. 1, p. 55
Newton’s laws of physics are taught using a slingshot.
Newtonian physics is taught through an example of a young girl shooting a rock with a slingshot “towards a specific target”, with an accompanying photo showing a hand hurling a loaded slingshot. In Palestinian society, slingshots are heavily associated with attacks on Israeli soldiers, a technique popularized during the time of the First Intifada (1987–1993)
7. A young girl shoots a slingshot (a rock tied with a string) towards a specific target. Let’s suppose the length of the string is X, the rock’s velocity at release is Y and the centripetal acceleration is Z. If the girl doubles the slingshot’s velocity, but the radius stays constant, the acceleration Z will be:
A. Z
B. 0.5Z
C. 2Z
C. 4Z
Glorification of Terrorism in Reading Comprehension
Grade 5, Arabic Language, Vol. 2, pp. 51-61
Terrorist responsible for murdering 38 innocent people, including 13 children, is presented as a national hero.
Dalal al-Mughrabi, the perpetrator of the 1978 Coastal Road massacre which killed thirty-eight Israelis including the niece of US Senator and thirteen children on a civilian bus, is celebrated in a detailed 10-page Arabic reading comprehension text for fifth graders. The text exalts her and the terror act as “heroism,” describing how the massacre made her memory “immortal” in the “hearts and minds” of Palestinians. After reading, students are instructed to search the Internet for how Israel allegedly abused her body, and copy and rewrite sentences praising her “pure blood”. The lesson notably does not offer Palestinian women any way to demonstrate an outstanding commitment to their people, other than violence.
The most recent version presents a distinctly falsified version of the event, exonerating Al-Mughrabi of any wrongdoing and quoting her as saying she had no wish to kill hostages, as well as accusing the Israeli forces of killing both her and the hostages “with planes and tanks”. In reality, Al-Mughrabi and her companions are known to have deliberately killed multiple people, including American photographer Gail Rubin, long before they were engaged by Israeli security forces; those forces primarily consisted of Israeli civilian police, who possessed neither tanks nor airplanes. Meanwhile, the military leader Ehud Barak, who is credited by the textbook with overseeing the Israeli “attack” on the bus, was in fact studying in the US at the time.
About the text Our Palestinian history is brimming with names of martyrs who have given their lives in sacrifice to the Motherland. One of them is the martyr Dalal al-Mughrabi, who drew a portrait of defiance and heroism with her struggle, making her memory immortal in our hearts and minds. The text in our hands speaks about one part of the journey of her struggle.
Reading
In Sabra Refugee Camp, one of Beirut’s refugee camps that is bleeding in pain – as a result of the Nakba – the fighting commander, Dalal al-Mughrabi, was born. Roughly two decades after her birth, she answered the distress call of the Motherland.
Dalal sailed the sea, leading her squad of fedayeen, the Deir Yassin squad. They were thirteen fedayeen fighters, and as usual, the sea was sometimes relaxed, sometimes angry. The waves raged, and their rubber boat flipped over, leaving two of the squad heroes to drown. The rest battled the waves, and clung on to the boat until the lights of the Palestinian coast appeared before the commander and her squad. They snuck their way onto the shore, and the fields and orchards smiled before them.
Dalal closed her hands over a handful of her Motherland’s blood-soaked soil and smelled it with affection. Then, she waited for the right moment. She and her squad intercepted a bus on its way to Haifa, and turned it back towards Jaffa. Dalal climbed aboard with pride, and proclaimed to those inside: “We do not wish to kill you. We came to free our brothers in your prisons […]”
The Occupation forces learned that the bus had arrived in the vicinity of Sayyidna Ali [near Herzliya, Israel]. They dispatched a special military team led by Ehud Barak to attack the bus with bullets and bombs, using airplanes and tanks, and killed all those inside. […] Dalal rose to Heaven as a martyr, along with eight of her companion heroes. Their remains are held in what the Occupation authorities call “numbered cemeteries” until this very day, while two fedayeen fighters escaped.
Dalal brought Deir Yassin some justice back, and watered the land of Palestine with her pure blood, to shine a history of revolution that will not yield.
Violence in Reading & Spelling
Grade 1, Arabic Language, Vol. 2, p. 53
Encouragement of Martyrdom and Jihad in 1st grade reading excericise.
A reading exercise for the Arabic letter H (hāʾ, ھـ) for first-graders includes the word šahīd (“martyr”) at the center, with other example words including hujūm (“attack”) and harab (“run away”).
Let’s read correctly:
hā – Hānī [male name] – ha – harab [“run away”]hū – Hūd [male name] – hu – Hunūd [“Indians”]hī – šahīd [“martyr”] – hi – hilāl [“crescent”]nahr [“river”] šahd [“honey”]
Hārūn [male name] – Hind [female name] – Fahd [male name] – Kahf [“cave”]Hanādī [female name] – hujūm [“attack”] – nahār [“day”] – Hadīl [female name]
