There can be no peace while they teach children to kill.

Every day, Palestinian children are taught to hate — in their schools, in their textbooks, and in nearly every subject. They learn to count by counting martyrs. They memorize poems glorifying suicide bombers. They study maps that erase Israel. This isn’t education. It’s indoctrination — and it’s raising the next generation of terrorists. We can’t ignore it. We can’t excuse it. And we can’t let it continue.

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They learn Martyrdom in Mathematics

Grade 4, Mathematics, Vol. 1, p. 27

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

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.

Grade 3, Mathematics, Vol. 1, p. 9

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.

They learn Violence in Science

Grade 7, Science, Vol. 1, p. 57

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?”

Grade 10, Science, Vol. 1, p. 55

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)

They Glorify Terrorism in Reading Comprehension

Grade 5, Arabic Language, Vol. 2, pp. 51-61

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.

They learn Violence in Reading & Spelling

Grade 1, Arabic Language, Vol. 2, p. 53

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”).