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Appendix 3a:The Palestinian Authority Educational System Background 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.
Current System In 1994 Israel and the Palestinian Authority [PA] signed the "Early Empowerment Agreement" transferring "powers and responsibilities in the sphere of education" to the PA. In January of 1995, Jordan and the PA agreed that the PA could continue to choose Jordanian educational material for at least three years, publishing new PA school books based on this material, and making it the basis for the unified PA curriculum which Jordan would recognize. Today all the students in the Palestinian Autonomous areas are using books published officially by the Palestinian Authority, some based on Jordanian and Egyptian and some completely new books. Yassir Arafat is the current PA Minister of Education. Development In 1995 the PA Ministry of Education established the independent "Palestinian Curriculum Development Center" headed by Ibrahim Abu Lughod, a former head of the pro-Arab lobby in the US. The center is to develop a unified curriculum by 1999 that will 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 will have 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, which was moved and is now within the PA Ministry of Education. A series of new text books entitled "Palestinian National Education" developed by the center have been introduced into the PA school system, written by a group of 27 authors.
TABLES: Table #1 - Number of Schools and Students - - 1990
Table #2 - School Supervision and Responsibility --1990
Table #3 - Numbers of Schools - -1997
Table #4 - Numbers of Teachers in Educational Frameworks 1996 -1997
Table #5 - Numbers of Students in Educational Frameworks 1996 -1997
[The New History of the Arabs and the World, P. 123]
Some Deviant Trends: Islamic Education for Eighth Grade #576 [p. 95]
Heroism and Sacrifice: [Our Arabic Language, Part 2 for Third Grade #523 p.9]
Images from the Jihad of the Prophet and his Companions
I have also learned from this unit: [Ibid. p. 55]
The General Purpose of the Unit: After completing learning this unit the pupil should be capable of: ...
The Martyr 'Izz al-Din al-Qassam: [Our Arabic Language, Part One for Sixth Grade #553 p. 21-22]
The Story of Jesus with the Israelites: [Islamic Education, Part Two for Fourth Grade #531 p. 67]
Islam the True Religion
Breach of the Alliance by the Jews of the Qainuqa' Tribe [Islamic Education for Ninth Grade # 589 p. 78-79]
The Banishment of the Nadir Tribe: [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... [Islamic Education for Seventh Grade # 745 p. 16, 19]
Punishment of the Quraiza: [Islamic Education for Ninth Grade # 589 p. 92-94]
Consequences of the Peace of Hudaibiya ... [Ibid. p. 98-99]
The Khaibar Expedition [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 conquest. The Jews have destroyed mosques and churches and defiled the holiness of graves. They have killed the Muslim and Christian inhabitants of Palestine, whose inhabitants are still suffering oppression and persecution under racist Jewish administration. [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… Islamic Education for Eighth Grade #576 [p. 63-64]
Israeli Provocation: [Modern Arab History and Contemporary Problems, Part Two, for Tenth Grade #613 p.89-90]
4. Denial of Israeli legitimacy and Jewish History... The al-Buraq wall [the Western Wall of the Temple -ed.]is the south-western wall of al-Aqsa Mosque, as determined by the League of Nations in the year 1929 CE. The Jews claim that this is one of the places belonging to them and call it "The Wailing Wall", but this is not so.[Reader and Literary Texts for Eighth Grade. 578 p. 103]
Revolt of 1929: This began in Jerusalem, when Jews congregated at al-Buraq Wall [the Western Wall of the Temple- ed.] and raised the Zionist flag over it, as a provocation to the Arabs. This was an insult to Muslim worshippers and they attacked the Jews in area in front of al-Buraq [Western Wall - ed.] … [Modern Arab History and Contemporary Problems, Part Two, for Tenth Grade #613 p.56]
There are many paved roads and it would be possible to travel from the east of the Arab Homeland to the west were it not for the existence of Israel, which has conquered Palestine and thus separated parts of the Arab Homeland from the rest.
[Geography of the Arab Homeland for Sixth Grade #557 p. 89]
Questions: [Our Arabic Language, Part Two for Fourth Grade 533 p. 86]
The Water Problem: [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: [Modern Arab History and Contemporary Problems, Part Two, for Tenth Grade #613 P. 48]
The Jewish Question: [Modern Arab History and Contemporary Problems, Part Two, for Tenth Grade #613 P.49- 51]
5. Promotion of Jihad and Martyrdom"Bayonets and Torches"Oh, you who leaves us [in death -ed] - you still live in our heart… In your left hand you carried the Koran, And in your right an Arab sword… Today is your wedding day… You lived a free man, you died a free man You did not die, for Allah took you in righteousness to paradise… Without blood not even one centimeter will be liberated Therefore go forward, crying: Allah is great. [Reader and Literary Texts for Eighth Grade. [#578 p. 131 -133]
Comprehension: [Ibid. p. 134]
Discussion and Analysis: [Ibid. p. 135-136]
Language Exercise: Change from single to plural: [ Our Arabic Language for Fifth Grade. # 542 p. 70]
Language Exercise: Distinguish between verb and noun clauses: [Ibid. p. 74]
Exercises: Pair usage: ... [Our Arabic Language, Part One for Sixth Grade #553 p. 37]
Language Exercises: ... [Ibid. p.65]
Grammar exercises: ... [Ibid. p.71]
Poem: Long Live The Homeland - Muhammad Mahmud Sadiq [Our Arabic Language, Part Two for Fourth Grade #533 p.91]
The Martyrs of the Intifada [Reading And Literary Texts for Tenth Grade - #607 p. 167]
Comprehension [Ibid. p. 170]
What is the death of which the poetess is speaking and how do the Martyrs die when they "stood erect"? [Ibid. p. 171]
Write six lines in which you explain to your friends the merit of Jihad for Allah.
[Our Arabic Language, Part One for Sixth Grade #553 p.29]
The use of hyphen [The Uses Of Language for Ninth Grade, Part 2.# 594 p.35]
Activity: [Our Arabic Language, Part Two, for Sixth Grade. #554 p. 27]
Poem entitled: 'The Martyr' by Ibrahim Tuqan.
Poem to Learn By Heart: [Our Arabic Language for Fifth Grade. # 542. P. 60]
Questions on Comprehension and Emphasis: [Ibid. p.61]
They stood firm in the field of battle, defending the homeland with their bodies and their lives, competing with each other to achieve Martyrdom in the battle…"
[Our Arabic Language for Fifth Grade. # 542, p. 193]
Write five lines on the virtues of the Martyrs and their superior status.
[Ibid. p.201]
[Exercises in] Abbreviation:
"… the army exists only by virtue of the person, who willingly gives his life to redeem his homeland..."
[The Uses Of Language for Ninth Grade , Part 1.#595 P. 49]
Learn the poem 'My Homeland' by heart: [Palestinian National Education for First Grade. # 509 p. 67- 68]
Grammar Exercises: Additions to three lettered verbs [Our Arabic Language, Part Two, for Sixth Grade. #554 p. 24]
Learn the following poem by heart: [Islamic Education for Sixth Grade #551 p. 151]
Poem: "We are the youth" [Palestinian National Education for Third Grade #529 p. 70]
Courage and Generosity: [Islamic Education for Eighth Grade #576 p. 114]
Prohibited Actions: [Ibid p. 176]
Oral Composition on a Specific Subject [Composition and Summarizing for Ninth Grade #593 Unit Three p. 23]
... Jihad for Allah's sake is the cause of victory over falsehood.
[The Uses Of Language for Ninth Grade, Part 1.#595 p. 53]
Some Hadiths [religious text]: ... [Our Arabic Language, Part Two, for Sixth Grade. #554 p. 19]
Arrange the following words into sentences: [Our Arabic Language, Part 2 for Third Grade #523 p. 8,9]
He who guards for the sake of Allah, be He exalted, gains honor and this excellence because he:
5. Fights the Jihad against their enemies in the name of his brother Muslims.
6. Sacrifices himself, his time and his property in order to please Allah.
[Islamic Education for Sixth Grade #551 p. 145]
Questions [Ibid p. 146]
I have learned from this unit the following: [Islamic Religious Education for Fourth Grade #736, p. 55]
General Meaning [Rules For Reading The Koran for Seventh Grade #565 p. 31]
- The devotion of the faithful to their covenant with Allah, [includes] both he who kept his oath and died a Martyr for Allah and those who are still bound by the covenant, awaiting the attainment of Martyrdom …
[Ibid p. 32]
Granting of Permission to Fight [Islamic Education for Ninth Grade #589 pp. 60-61]
The meaning of Jihad and its various types: [Islamic Education for Seventh Grade #564 p. 107]
The Laws of Jihad: Jihad is a general duty on Muslims - if a group of them is implementing it in a satisfactory manner, then the others are exempt... [Ibid p. 108]
Questions: [Ibid p. 110]
The Martyr in Islam. [Ibid p. 112]
In view of this excellent standing of the Martyr, the Sahaba [companions of the Prophet] used to vie with each other in Jihad, seeking Martyrdom.
[Ibid p. 113]
Allah loves the Jihad, which is fighting for His sake, the exaltation of His word, the upholding of His religion and the safeguarding of Muslims and their lands.
[Ibid p. 121]
Islam the True Religion [Ibid p. 124]
The Victory of Islam: [Ibid p. 125]
To what do the verses guide us? [Ibid pp. 129]
6. Glorification of Personal Examples of Jihad and MartyrdomNumerous excerpts from the following text book have been translated to demonstrate the treatment of Jihad and Martyrdom. The following text are typical of the entire book.1. His Early Bravery Under the desert sun beating down a boy was born… The first words the young boy heard were the words "Jihad", "attack" and "conquest", because his father was one of the first who joined Islam. These words were constantly on his lips, as they were on the lips of all those who believed in Allah and His Prophet and undertook Islam out of belief. The boy did not understand the meaning of these words in his early years, but after he became an adult and began to understand the events happening around him, he understood the meaning of the words "Jihad", "attack" and "conquest"... Uqba grew up with the love of "Jihad" flowing through his veins and filling every fiber of his being. He wanted to be one of the heroes in battle, he trained with the Muslim youth in the use of arms. [Uqba - The Conqueror of Africa for Sixth Grade #700. pp. 5-7]
...Uqba was a young man of 22, loving Jihad for Allah and whose greatest pleasure was fighting under the banner of Islam... For him no joy equalled that of taking part in Jihad.
[Ibid p. 11, 13, 43]
Uqba [was called] to assume command of the army... - Uqba, the courageous hero, whose heart was full of the love of Jihad, could not conceal his joy at this appointment and his face shone...
[Ibid p. 47]
Once more he had opportunity to satisfy his longing and enter into battles against Allah's enemies and enlarge the area of the Islamic state…
[Ibid p. 48]
During the night, which Uqba had planned for the start of the attack, he remained awake with his children until a very late hour, telling them stories of Jihad and of dying as a martyr.
[Ibid p. 82]
Nothing gave him pleasure but the sight of swords and spears shining in the hands of the fighting horsemen. Nothing was pleasing to his ear but the sound of the horses charging with their riders into battle and nothing gave him joy but the sight of the enemy lying dead on the battlefield, or defeated and fleeing for their lives.
[Ibid p. 83]
…Uqba led the army joyfully ... Each time he advanced a few miles along the way he would ask: O Allah, when shall we meet the enemy?
[Ibid p. 88]
Then the Muslim officers around him would answer him, saying: Patience! The battles are coming and the "Victory of Allah is at hand" [Koran] The Islamic army soon encountered an army … Then limbs flew everywhere and the area was filled with blood, and the Byzantine and Berber woman were filled with terror at the slaughter of their men.
Ibid p. 89]
Uqba showed heroism and courage … attacking them from his horse and hacking the enemy soldiers to pieces, coming down on them blow after blow, crushing their skulls.
[Ibid p. 96]
Uqba … looked heavenward and said: "O God, You know that I am fighting for You. Help me, therefore, to continue this Jihad".
[Ibid p. 102]
…His ambition - although he had passed his sixties - had not weakened and his determination had not lessened. Indeed, since he had first opened his eyes... he loved Jihad and sang with joy at the sound of the clash of swords...
[Ibid p. 112]
…Uqba advancing at the head of his troops with rare courage and calling out to them: "This is martyrdom, O you believers"… and they all fell as martyrs, their pure blood painting the soil…
[Ibid p. 119]
Al-Makhtar … was one of the best known Jihad fighters in Libya against the Italian imperialists… [Reading And Literary Texts for Tenth Grade - #607 p. 99, 101]
The Spirit of the Text: Martyred Jihad fighters are the most honored people after the Prophets… They die for Allah, sacrificing themselves for their principles and to safeguard their homeland and the honor of their people. The living remember their Martyrs and honor them by teaching their children the story of their lives generation after generation. [Ibid. p. 103, 105]
The Martyr 'Izz al-Din al-Qassam: [Our Arabic Language, Part One for Sixth Grade #553 p. 21]
7. The fall of the West and its replacement by Islam[Page 3] In the present period, which exceeds all previous periods in the material and scientific advances taking place during it, social, psychological and medical scientists in the west are perplexed by the worrying increase in the number of people suffering from nervous disorders... and the statistics from America in this matter are a clear indication of this…Western civilisation flourished, as is well known, as a consequence of the links of the West to Islamic culture through Islamic Arab institutions [of learning] in Spain and in other Islamic countries, where Islamic thinkers and philosophers took an interest in Greek philosophy [Page 5] and western scholars... Western civilisation, in both its branches - the capitalist and the Communist, deprived man of his peace of mind, stability and exalted human examples to whom he could look up, when it turned material well being into the exemplary goal … his money leading him nowhere, except to suicide... [Page 12] Western civilisation is the representation of the highest form of material life attained by man, but this alone does not bring him happiness, as you have seen. There is no escape from [the need for] a new civilisation, which will arise in the wake of this material progress, and which will continue it and lift man to the highest spiritual life alongside his material advancement. Will there be such a civilisation? Is there a nation capable of fulfilling such a role? The Western world is not capable of fulfilling this role…There is only one nation capable of discharging this task and that is our nation [Islam]. No one but we can carry aloft the flag of tomorrow's civilisation... [Page 16] ... We do not claim that the collapse of Western civilisation, and the transfer of the centre of civilisation to us [Islam] will happen in the next decade or two or even in fifty years, for the rise and fall of civilisations follow natural processes, and even when the foundations of a fortress become cracked it still appears for a long time to be at the peak of its strength. Nevertheless [Western civilisation] has begun to collapse and to become a pile of debris. Since the beginning of our reawakening ... We awoke to a painful reality and oppressive imperialism and we drove it out of some of our lands and we are about to drive it from the rest... [Some Outstanding Examples of Our Civilization for Eleventh Grade 11]
8. Additional texts of InterestThe Jews made more than one attempt to kill of the Messenger [Muhammad]. Jewish tribes lived in al-Medina. The Messenger banished one of these tribes, the Bani Nadir, because of its treachery and attempt to kill him... The siege on the Muslims was intensified. The Jews of the Quraiza tribe broke their alliance with Allah's Messenger and decided to fight against the Muslims. Thus, the danger for the Muslims was both internal, from the Jews and external, from the Quraish …Questions: ... 2. Did the Jews of the Quraiza remain faithful to their alliance with the Messenger? The Muslims besieged the Quraiza for twenty five days… Allah's Messenger ordered that they be punished and the fighters among them be killed as a punishment for their breach of the agreement with him. Activity: Pupils should present the arbitration between the Muslims and the Jews and publication of the judgement of the Messenger on the Quraiza. [Palestinian National Education for Fourth Grade #539 p. 60-62]
The previous verses have taught that the Israelites strayed from the straight path brought to them by their messenger, Moses, peace be upon him. In consequence they became corrupt and corrupted and were thus given painful punishment…
[Islamic Education for Eighth Grade #576 p. 79]
The Situation of the Non-believers [Islamic Education for Sixth Grade #551 p. 21- 22]
Allah sent Moses to his people and sent down to them the Book of the Torah … [Ibid. p. .31- 32]
Our Master Abraham [Islamic Education for Fifth Grade #540 p. 143]
The Covenant of 'Umar [Social And National Education for Fifth Grade #549 p. 63]
The Arab Countries After Independence: ... [Modern Arab History and Contemporary Problems, Part Two, for Tenth Grade #613 P.89]
PA school books teach messages of the PLO CovenantOne of the significant commitments the PLO undertook in the Oslo agreement and again in the Hebron accords was to amend the Palestinian Covenant that calls for Israel’s destruction. Thus, it is important to note that the PLO Covenant continues to serve as the model for teaching about Israel in the Palestinian Authority school books.
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