This unit on the Israeli-Palestinian just does not have the same standards of excellence

that we have experienced in all other aspects of a Newton education. As a whole it is

characterized by history that is missing and is therefore misleading and confusing,
presenting mostly an Arab narrative instead of two perspectives so students can
understand both sides of a conflict.

The handouts are a confusing mix of opinion, fact and history and it is not clear which is
fact or opinion. There is not enough information from an Israeli perspective to evaluate
both positions, or allow for a balanced compare-and-contrast lesson. In some instances
material is presented as neutral when it is actually part of the Arab narrative.

What do students at Newton learn?

My child vividly remembers looking at maps on the overhead projector, which showed
that Israel took the land away from the Arabs. No other maps were presented to show a
different point of view of these borders, although the Superintendent reported that there
were. They also learned from maps, that Israel steals water from the Palestinians with no
other information to show a different point of view. The students learned that Israel
started the 1967 war, making Israel look like a land grabber, without much said about the
combined Arab aggression and build-up for the war, Syria’s constant bombardment of the
Galilee, Syria’s prior attempt to cut off the water supply to Israel, Egypt’s closing of the
waterway to Eilat, or the united Arab call to annihilate Israel.

My child learned how horrible checkpoints are for Palestinians and nothing about the ten
unbearable years of suicide bombings that led to it. The students learned that the intifada
began because Ariel Sharon walked to the Temple Mount, even though it is now common
knowledge that it had been previously planned. The students learned about 40 year of
history from a Saudi perspective with nothing to refute it. Students learned by
perspective, that Sharon was a hated leader, but not much was said about him returning
Gaza and nothing about him dismantling settlements in the West Bank. Students analyzed
the one state solution, which is only brought up in circles wanting to eliminate Israel.

The unit makes Jewish people look like unwanted invaders without any right to be there.
It is revealing to see what is missing. Why don’t students learn about the Jewish peoples
ties to the land before 1948 or the mass expulsion of Jews from Arab lands? Why don’t
students learn about Israel’s efforts for peace, about Israel’s offer to return land for peace
in 1967 and the Arab League’s refusal? Why don’t students learn about the Arab
League’s refusal to recognize, negotiate with or make peace with Israel? This tells a story
of Israel as the aggressor and the Palestinians as the victims.

It is not surprising that we hear our friends complain that their children’s friends are
negative about Israel after graduating from Newton high schools. I am fortunate that I
know a little about Israel’s history because otherwise, I would not have recognized that
this is so unbalanced and Israel’s perspective is mostly not represented here.