Haifa’s school curriculum has been updated to officially credit Indian cavalry units for the 1918 liberation of the city, correcting a century‑old narrative that had credited only British forces.
Background and Context
For decades, students in Haifa learned that the city’s capture from Ottoman rule in September 1918 was a triumph of the British and Allied armies. The new revision, announced by Mayor Yona Yahav in September 2025, now names Commander Dalpat Singh Shekhawat and his mounted troops from the Jodhpur, Mysore and Hyderabad regiments as the decisive forces that stormed the city. The change follows extensive archival research that uncovered diaries, military dispatches and eyewitness accounts detailing the Indian cavalry’s pivotal role.
India’s “Haifa Day” on 23 September commemorates the same event, and the city’s Teen Murti Haifa Chowk, renamed in 2018, already bears statues representing the three regiments. Yet until this year, Haifa’s textbooks had omitted the soldiers’ identities, reflecting a broader pattern of colonial erasure that has left many Indian war dead unacknowledged worldwide.
Key Developments
Mayor Yahav explained the decision: “For many years, the historical narrative relied primarily on official British sources, which presented the campaign through the lens of the British command while obscuring the contribution of non‑British units that operated under it.” The municipal council approved a new curriculum module that:
- Names the Indian cavalry units and their commander in the textbook narrative.
- Includes a dedicated section on the Battle of Haifa in the history syllabus for grades 6–10.
- Provides a list of the 27 Indian soldiers who died in the battle, with their names and regiments.
- Introduces a field trip program to the war graves and memorial sites in Haifa.
In addition to the textbook changes, the city plans to host annual memorial ceremonies, invite Indian historians, and establish a joint museum exhibit with the Indian High Commission. The initiative is part of a broader effort to strengthen cultural ties between Israel and India, which have grown in defence, technology and trade cooperation.
Impact Analysis
For Haifa’s students, the revision offers a more accurate and inclusive view of their city’s past. “Students now see that the people who rode into fire were not anonymous British soldiers but Indian men who paid the ultimate price,” said Yahav. The change also encourages critical thinking about how history is recorded and taught.
For Indian families, the recognition provides a tangible link to their ancestors’ sacrifices. “It is a moment of closure for families who have long felt their loved ones were footnotes in a foreign history,” said historian Rana Tej Pratap Singh Chhina. The updated curriculum may inspire Indian diaspora students in Israel to explore their heritage and foster cross‑cultural dialogue.
From an educational perspective, the revision aligns with global trends toward decolonizing history curricula. Schools in the UK, Canada and Australia have recently updated their textbooks to include contributions of colonial troops. Haifa’s move positions it as a regional leader in inclusive historical education.
Expert Insights and Practical Guidance
Military historian Squadron Leader (Retd.) Rana Tej Pratap Singh Chhina notes that the Indian cavalry’s role in Haifa was part of a larger pattern of Indian participation in World War I. “In the Mesopotamian campaign, nearly 70 % of the forces were Indian; in Palestine, more than 50 % were Indian,” he said. “Their contributions have been systematically under‑reported.”
For educators looking to incorporate this new content, Chhina recommends the following steps:
- Integrate primary sources: Use diary excerpts from Commander Shekhawat and letters from soldiers’ families.
- Field trips: Organize visits to the war graves and the Teen Murti Haifa Chowk to provide experiential learning.
- Cross‑curriculum links: Connect the battle to lessons on colonialism, military strategy and international relations.
- Student projects: Encourage research papers or presentations on the Indian cavalry’s legacy.
Parents and students can also access online resources from the Indian High Commission’s website, which hosts a digital archive of the battle’s documents and photographs.
Looking Ahead
Haifa’s curriculum revision is expected to spark similar changes in other Israeli cities with colonial histories. The Israeli Ministry of Education has expressed interest in reviewing its own textbooks for potential updates. Meanwhile, the Indian government has pledged to support the initiative by providing educational materials and facilitating student exchanges.
In the long term, the recognition of Indian cavalry in Haifa could influence diplomatic relations. “Historical truth stands on its own and requires no diplomatic justification,” Yahav emphasized. “But acknowledging shared history can deepen mutual respect and cooperation.”
For students, the updated curriculum offers a richer understanding of global history and the interconnectedness of nations. It also serves as a reminder that history is not static; it evolves as new evidence emerges and societies choose to confront uncomfortable truths.
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