In this Bachelor Thesis The Writers Aim To investigate the portrayal of the Soviet Union in the cold war. This portrayal is investigated using two different approaches, one qualitative and one quantitative. The qualitative method examine, through a textual analysis, the portrayal of the Soviet Union in two schoolbooks produced in different years. The first textbook produced in the year of 1996 and the second one in 2012. The quantitative method approach the problem by using a content analysis were the aim focus is to see if the portrayal of the Soviet Union is more positive than negative or vice versa. This is Examined By using a formulation called the coefficient of imbalance, Which is applied to classify content data as positive or negative. Four books are included in the quantitative content analysis, the earliest one is produced in 1986 and the latest in 2011. Both analysis uses the same theoretical background and previous researches, the theoretical background is in this case the use of history. Klas-Göran Karlssons typology over the use of history is the base of the theoretical background. Both analysis are presented separately to be presented together beneath "7. Slutsats" and "8. Diskussion". By merging the two analysis the two authors Could draw a conclusion. The conclusion show That the textbooks portray the Former Soviet Union in a dismissive manor. Some of the use of history had influenced the content in the textbooks, but the Majority didn't. The two use of history that had influenced the textbooks were “non-use of history” and “ideological history”. But the authors clarify that “none-use of history” has affected the portrayal of the cold war history of the Soviet Union.

This diploma thesis is called "The Ethnonational problematics in history textbooks for high schools in current Russia" and is divided into four parts. The first one opens the problematics and aspects of history teaching at schools in general, what factors have impact on its performance and, at the same time, how this imprinting influences individuals and the society. Second part is focused on Russian background of teaching and presenting historical events, and also its institutional base, system and major sources of influence. The focal part analyses current history textbooks for high schools in order to point out the approach to miscellaneous ethnics living in Russians lands in the past and now, and the presentation and explanation of the fact, that Russia has ever been a multinational state. The results and conclusions - the main determination in Russian history teaching - are discussed in the last part.

The objective of this diploma thesis is to characterize the image of Luxembourgs in the Czech history textbooks in the 19th and 20th century. The work is based on the assumption that the history education takes a significant part in making a young person's identity. The thesis describes the development of this image and the way in which the educational literature reflected the atmosphere of the day and its transformation in the context of historical development. The dynamic development of the image of the Czech history of 14th and 15th centuries is the central theme of the work. It will be mainly focused on the historical figures of Bohemian Luxembourg kings: John of Luxembourg, Charles IV, Wenceslaus IV and Sigismund of Luxembourg.

The purpose of this study has been to investigate which approach history textbooks authors have towards the historical representations of male respective female tasks, places and traits, aswell as how these representations relates to the gender perspective in Gy 11.In this study three history textbooks are analyzed with the help of a discourse analysis based on a sender-oriented interpretation strategy and Yvonne Hirdman’s gender system. The result shows that all history textbooks authors in general have a critical approach towards the historical aswell as the contemporary representation of male respective female tasks, places and traits and that this is in line with the gender perspective in Gy 11. In the concluding discussion it is established that the result of this study differ from previous studies regarding the presence of dominating male norms, the separation of male and female aswell as the lack of gender perspective.

The aim of this thesis is to examine how secondary teachers in the subject of history are using the textbook in their teaching. Four questions are being dealt with in this thesis. What importance is being placed on the use of history textbooks by the secondary teachers? What priorities do the secondary teachers have? How do they deal with student interests? And what is the importance of the secondary teachers’ work experience?  I have interviewed four secondary teachers with different work experience to complete this thesis. A Dictaphone has been used in all the interviews.  Research has shown that textbooks now have a central role in teaching and the lack of alternative materials and reduction of teaching hours has made it difficult to replace.  The main conclusions of the thesis are that the history textbook has a dual role depending on the teacher you ask, and that the history book is used differently by the teachers. The priorities vary depending on the students that are currently enrolled and their interests are. Teachers with less work experience have a rather negative attitude to the textbook and believe that it can be rigid, while teachers with more experience see it as a tool for engaging the weaker students. However, the history textbook is required, and even the teachers who are not using the history textbook can all confirm that: because even a teacher who is not using it has the history textbook for the students to have something to refer to if needed.

”Representation matters: history education through the intersectional lens” is a critical intersectional content analysis based on a qualitative interview study with three grade school teachers and one high school teacher of history. The purpose of the interviews was to chart teachers ́ perspectives on history education and to analyze their history textbooks. The participants’ thoughts were thereafter connected to our pre-constructed theoretical interpretive framework. The result that appeared through the empirical data was that the teachers experience the subject of history as a male dominated arena where women are dedicated minimal attention. Furthermore, the teachers illuminate the fact that Swedish history education is characterized by Eurocentric values, since other cultures and ethnicities remain unattended. In addition, stereotyping is a frequent occurrence. Schools constitutes as childrens’ main social platform and by exposing the pupils to stereotypical illustrations of women and people of color, the children are socialized into normative hierarchical power structures at an early age. The teachers provide testimonies of encounters with children who express hopelessness and exclusion because of deficient representation. This study also shows that the teacher is completely in charge of the pupils’ learning. This means that the teachers own identity and level of interest affect the selection of history which is conveyed to the pupils. Therefore, to rely on the teachers’ good judgement makes education arbitrary and undermines the equivalent school system.

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This thesis contributes to the existing literature by exploring the intersection between collective memory theory and ontological security theory within East Asia’s autonomous entities. It explores how varying degrees of political autonomy shape the construction of collective memory in history textbooks, navigating the dynamics in the pursuit of ontological security. Drawing from ontological security, collective memory, and autonomy literature, this thesis posits that the level of political autonomy within an entity influences the divergence or alignment of its collective memory from that of the central state in its process of ontological security seeking. The theoretical assumption for this thesis is that entities with greater political autonomy tend to construct a more distinct and independent collective memory, while those with lesser autonomy align their narratives closely with the central state. The findings suggest that Taiwan with the highest autonomy, forms the most distinct narratives from the central state, presenting Japan in a relatively positive light and depicting the Chinese Communist Party (CCP) in a negative role. This distinct narrative reflects Taiwan’s assertion of its ontological security. Conversely, Macau with the lowest political autonomy, closely parallels the Mainland Chinese narrative, focusing predominantly on Chinese victimhood and celebrating the CCP’s heroism. Macau’s limited autonomy results in aligning its narrative closely with the central state to affirm ontological security through securing a positive relationship with the central state. Hong Kong, enjoying a comparatively higher autonomy than Macau, adopts a more nuanced approach, acknowledging Japan as a perpetrator while incorporating positive postwar Japanese imagery. Additionally, it portrays the CCP negatively in the context of war, differentiating its narrative from Mainland China. Thus, this thesis sheds light on how varying degrees of political autonomy shape ontological security pursuits, influencing the construction of collective memory.

Current research in English/language arts advocates the incorporation of writing in content areas across the curriculum as a means of learning content as well as a means of evaluating content mastery. Focusing on the content area of social studies and acknowledging the importance of the text as a teaching tool, this study examined to what degree and in what manner selected social studies textbooks incorporated writing. Texts selected for the study were nationally published history textbooks which had been adopted for use in the state of Virginia at grades seven and eleven, where the teaching of United States history is mandated in Virginia. Accompanying the basal textbook as a primary tool of instruction is the complementary teacher manual or guide. Using Britton’s categories for functions of writing (i.e., Expressive, Transactional and Poetic) and Donlan’s four categories of writing particular to the social studies (i.e., Reporting, Exposition, Narration and Argumentation), an analysis was made of writing assignments offered via selected social studies textbooks and their accompanying teacher manuals. Text packages selected for the study reflected those U.S. history texts adopted for use in Virginia at grades seven and eleven. The treatment of writing in the selected textbook packages was examined to determine the reflection of current research and theory in the area of composition. Findings paralleled the national Applebee study of 1981 finding that most writing required in secondary schools was of a Transactional nature, most often requiring students to report or explain information, seldom requiring creative writing as with Narration. Moreover, examination of state and national social studies professional journals revealed relatively little support in instructing social studies educators on how to include writing in this content area. / Ed. D.

This thesis contains an analysis of Czech and German history textbooks that are meant for higher primary education and lower secondary education. Emphasis is being put on the interpretation of chosen key events during the Second World War within the given Czech and German textbooks. The author focuses on the theoretical, practical, and image side of this didactic medium. The thesis summarises theoretical knowledge about history textbooks as a basic educational medium. It characterises the ways of teaching about the Second World War in the Czech Republic and the Federal Republic of Germany, specifically in Brandenburg, including History curriculum within the Framework Educational Programme for higher primary education and lower secondary education, and the German Framework Educational Programme. It also mentions the didactic conception and content of history education in both countries. The main objective of the thesis is the research of Czech and German textbooks for primary education and lower secondary education dedicated to the topic of Second World War. The author describes differences and conformities in the conception and general equipment of Czech and German textbooks on both, the content and iconic texts´ side.