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Academic literature on the topic 'History Textbooks'

Author: Grafiati

Published: 4 June 2021

Last updated: 29 July 2024

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Journal articles on the topic "History Textbooks"

Williams, Frances Janeene, and Linda B. Bennett. "The Progressive Era: How American History Textbooks' Visuals Represent Women." Social Studies Research and Practice 11, no. 1 (March 1, 2016): 124–35. http://dx.doi.org/10.1108/ssrp-01-2016-b0008.

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Studies of the representation of women in United States history textbooks, both in number and manner in which they appear, have found women are inequitably represented as compared to their male counterparts and are viewed through a patriarchal lens. This study analyzed a contemporary high school United States history textbook’s representation of women in the Progressive Era compared to an earlier edition textbook. Using their visual representation of women, it was found that the textbooks continued the patriarchal view of women and their roles in society. Although the number of representations of women had slightly increased over time, these additions did not promote a more contemporary view of women's role in history, except in the area of women's rights. Recommendations for future areas of research are made. Some are: monitoring of textbooks for equability, analyzing of textbooks covering U.S. history prior to 1877 for equability in inclusion of women in history, investigating what teachers are doing to compensate for the inequity, determining whether or not state standards are inclusive of women's history, and analyzing how women's history in college level textbooks represent women in history.

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Nyström, Daniel. "Ongoing History Writing in History Textbooks." Journal of Educational Media, Memory, and Society 15, no. 2 (September 1, 2023): 95–116. http://dx.doi.org/10.3167/jemms.2023.150205.

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Abstract This article addresses the ways in which Swedish history textbooks for upper secondary schools published between 1994 and 2011 deal with the most recent past. The textbooks are chronologically organized and follow history into the textbook authors’ time, and each new edition of the textbooks includes the latest developments. The article inquires as to whether this gradual addition of events is to be regarded as historiography at all, or what the possible difference is between contemporary commentary and historiography. It examines which events and developments are selected, how they are presented, and how they can be interpreted with regard to periodization and the use of history.

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ÖZTAŞ, Sezai. "History teachers’ opinion about the 11th grade history textbook." Journal of Teacher Education and Lifelong Learning 5, no. 2 (December 25, 2023): 955–66. http://dx.doi.org/10.51535/tell.1335521.

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Textbooks are one of the most widely used teaching materials in history lessons. History textbooks are important resources that facilitate the achievement of learning outcomes and ensure the realization of the curriculum. The newly prepared 11th Grade History Textbook and Program were implemented in the 2017-2018 academic year. This study aims to determine the evaluation of history teachers regarding the physical design, educational design, use of visual materials, and assessment and evaluation of the new 11th-grade history textbook. The textbook was developed in accordance with the curriculum change implemented by the Ministry of National Education in 2018. The universe of the study is history teachers who utilize the 11th-grade history textbook published by the Ministry of National Education in Türkiye. The study sample consists of history teachers working in Kırklareli province during the 2019–2020 academic year. While choosing the sample, the "cluster sampling" technique was preferred. The IBM SPSS Statistics 20 program was used to analyze the collected data. The descriptive statistics of the collected data are given in detail. At the end of the independent sample t-test and variance analysis, it was investigated whether teachers' attitude levels toward the subject of "Evaluating High School History Textbooks" showed a statistically significant difference according to the variables "age," "years of experience, "and "the department of graduation.". It was determined that teachers' attitude levels toward the "Evaluation of High School History Textbooks" showed a statistically significant difference based on "Age" and “the Department of Graduation” variables (p

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Matusevich, Melissa N. "Strange Bedfellows: Censorship and History Textbooks." Social Studies Research and Practice 1, no. 3 (November 1, 2006): 359–73. http://dx.doi.org/10.1108/ssrp-03-2006-b0006.

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In spite of required state curriculum objectives, American history textbooks often become the de facto curriculum defining history. Self-imposed censorship by textbook publishers defines how individuals, groups, and events are portrayed. A 2004 Thomas B. Fordham Institute report concluded that today’s history textbooks are bland with no voice or storyline and have been sanitized and filled with history rewritten to meet the demands of special interest groups. The report also concluded that while American history textbooks now contain more pages, they include less content. Paradoxically, when a well-crafted textbook is created, students may never have access to it. Efforts by special interest groups to censor such books are not uncommon. A case study of one author’s efforts to have her award-winning history textbook adopted for classroom use and the ensuing censorship efforts by special interest groups are described.

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Sholeh, Kabib. "Values in Indonesian History Textbook." International Journal of Multicultural and Multireligious Understanding 10, no. 10 (October 10, 2023): 60. http://dx.doi.org/10.18415/ijmmu.v10i10.5078.

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The Indonesian history textbook, the handbook for teachers and students learning history in high school, is compiled by the Ministry of Education and Culture team as teaching material for students. The contents of the published history textbooks have been revised several times to improve the material's content. However, things could still be improved in the material's content or terms of data presentation. Mistakes in history textbooks will have a negative impact on students and their ways of thinking about national history and others. This scientific work aims to objectively analyze and criticize the content of history textbooks for High School Grade X and analyze historical values in the context of history textbook material as history lessons for students. The method used in this scientific work uses qualitative research methods. The data collection technique used a literature review collected in the form of Grade X Indonesian history textbooks and other relevant literature studies. The data analysis technique uses descriptive qualitative by first doing data reduction and concluding. The results of this study show that criticism of Grade X Indonesian history textbooks, which were published in revisions in 2016, still needs to improve, especially in the material and presentation of incorrect historical data. The presentation of historical data in the form of photos of Sriwijaya heritage inscriptions that are irrelevant to the explanation is very dangerous for students' understanding. The presentation of historical values in history textbooks is not visible, so the material presented appears to be only chronological. It is necessary to add subtitles related to historical values in the textbook to achieve the purpose of studying history.

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Sumaludin, M. Maman. "NATIONAL IDENTITY IN HIGH SCHOOL HISTORY BOOK." JURNAL PENDIDIKAN ILMU SOSIAL 26, no. 2 (December 30, 2017): 139. http://dx.doi.org/10.17509/jpis.v26i2.8887.

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This study aims to analyze national identity in history textbook at the level of senior high school. History textbooks contain material that influenced by ideology which closely related to national identity. The ideology is shown as a manifestation of the nation through history textbooks. The method used to find out the discourse of national identity in textbooks using Fairclough critical discourse analysis to analyze the contents and discourses of national identity in history textbooks. The results showed that the influence of the government is very strong on sample of history textbook. The influence is seen from the planting of the state ideology as a form of government obligation in an effort to shape the character and personality of the nation. In addition, it is done to strengthen national identity through education.

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Novianto, Victor, Hieronymus Purwanta, and Bayu Ananto Wibowo. "The The Presentation Quality of Indonesian High School History Textbooks During the New Order Administrative and After (1975-2008)." Diakronika 22, no. 1 (June 30, 2022): 36–57. http://dx.doi.org/10.24036/diakronika/vol22-iss1/232.

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This study aimed to analyze the presentation quality of history textbooks used for the national curriculum 1975-2008. The function of the Presentation is to develop students' independent learning. The method used in this study is content analysis. Contents of the history textbooks were analyzed and assessed for presentation aspects using the textbook criteria developed by the Board of National Standards for Education. The result shows that attention for Presentation began on history textbooks for the 1984 curriculum and grew in the following periods of curriculums. The presentation aspects of the history textbook achieved their peak on the 2006 curriculum, where the Board established textbook criteria in selecting textbooks for Indonesian schools. One of the criteria was presentation aspects

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Rosita, Rita. "Meningkatkan Keterampilan Membaca Kritis Buku Teks dalam Belajar Sejarah Melalui Metode Search, Solve, Create and Share (SSCS)." FACTUM: Jurnal Sejarah dan Pendidikan Sejarah 9, no. 2 (May 16, 2021): 175–90. http://dx.doi.org/10.17509/factum.v9i2.27155.

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Students’ critical reading skill is being decreasing, especially in learning history. In the other hand, students’ reading skill during learning history is important and has its significance to be developed. The indications can be seen from the ability on finding and comparing reading sources, analyzing readings, making notes from reading results, and sharing information from reading analysis results. Due to the significance of this research, author formulates some problems taken, those are: first, how to develop history learning using methods Search, solve, create, and share (SSCS). Second, how to implement the search, solve, create, and share methods (SSCS). Third, how to increase learning using the search, solve, create, and share methods (SSCS). Fourth, the efforts to overcome the obstacles arisen in the application of search, solve, create, and share (SSCS) method. This study aims to improve critical reading skills of student's history textbook during learning history. This study uses a classroom action research model with Kemmis and Taggart design consisting of planning, implementation, observation, and reflection. This study aspects of the textbook's Critical reading skills are selecting information from the historical textbook that corresponds to the discussion, finding information from the history textbooks, analyzing the content of the reading in the history textbooks, asking questions to the teacher or friends about the learning materials in the history textbooks, making notes based on the readings from the history textbook, sharing the work based on the reading results. Based on the results, this search, solve, create, and share (SSCS) may improve Students’ critical reading skill in history learning . This is indicated by the increase in the critical reading skill on textbook of the learning process in each cycle.

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GÖKENÇ GÜLEZ, Sema. "The Image of China in Turkish Secondary Education History Textbooks." Gaziantep University Journal of Social Sciences 22, no. 4 (October 20, 2023): 1538–54. http://dx.doi.org/10.21547/jss.1339706.

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In this study, the image of China and how China has been approached in the 9th, 10th and 11th grade Turkish history textbooks of secondary school was evaluated. Within the scope of the study, compulsory history textbooks, Turkish Culture and Civilization History textbook, Contemporary Turkish and World History textbook published by the Ministry of National Education of the Republic of Türkiye were examined. By considering the basic factors that create the image of China in Turkish history textbooks, how China has been represented in the textbooks and positive, negative statements were analyzed. In the study, which was designed as a qualitative research, document analysis was used as data collection technique and descriptive research model was used as a research model. As a result of the research, the name of China is mostly mentioned in the section of China’s relations with pre-Islamic Turkish states. However, the interaction of the Chinese with the Huns and Göktürks and the construction of the Great Wall of China were frequently included in the history textbooks of secondy education. While the image of China stands out in Turkish history textbooks through historical events, no direct negative images of China have been identified. The mention of One Road One Belt Project in the 9th grade textbook is an indication of a positive image of China. The history textbooks are affected by the relations between the two countries periodically in history, and as a result the image of China changes in line with periods and historical events.

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Kropman, Marc, Carla van Boxtel, and Jannet van Drie. "Narratives and Multiperspectivity in Dutch Secondary School History Textbooks." Journal of Educational Media, Memory, and Society 12, no. 1 (March 1, 2020): 1–23. http://dx.doi.org/10.3167/jemms.2020.120101.

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School history textbooks provide an important source of information for learners of history. Textbook narratives of a nation’s past often present a limited frame of reference, which impedes the aim of teaching history from multiple perspectives. This article examines the representation of the Dutch Revolt in two Dutch and two Flemish history textbooks. By taking sentences as our unit of analysis, we analyzed narrative elements and metaphors, which informed us about the level of multiperspectivity in these narratives. We found that Dutch textbooks, in contrast to Flemish textbooks, create their emplotment of the narrative of the Dutch Revolt by focusing on the first ten years of the conflict and mostly lack multiperspectivity. We hope that the insights generated by this analysis may inform textbook authors who seek to do justice to multiple perspectives.

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Dissertations / Theses on the topic "History Textbooks"

Myskow, Gordon. "Evaluative language in history textbooks." Thesis, University of Birmingham, 2015. http://etheses.bham.ac.uk//id/eprint/6234/.

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This three-module thesis employs quantitative and qualitative methods to investigate evaluative language in Canadian secondary school and university history textbooks. The first module overviews approaches to the study of evaluation and key issues of historical discourse in need of research. The second module proposes a framework (Levels of Evaluation) for investigating history texts that combines methods from Martin and White’s (2005) Appraisal theory, and Hunston’s (2011) Status, Value and Relevance. The third module further theorizes this framework, employing Kress and van Leeuwen’s (2006) methods to account for evaluative features of visual texts. The Appraisal framework is also elaborated to include two subcategories of Judgment: Normality, and the Appreciation network is reworked to account for different types of historical significance. Coffin’s (2000) Voices of History framework is expanded to include an intermediary voice between Recorder and Appraiser, which was found to be a salient feature of history textbooks. Key findings include a higher frequency in secondary school than university textbooks of inscribed Attitude, a high overall occurrence of the resources of Affect, and a low overall occurrence of extra-evaluation, the evaluative level concerned with disciplinary engagement. Implications for the study of evaluation in historical discourse and history education are discussed.

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Mills, Christine Elizabeth. "The portrayal of women in history textbooks." CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/885.

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Ismail, Mazeeyah. "Judging Grade 10 History textbooks by their covers." Diss., University of Pretoria, 2020. http://hdl.handle.net/2263/80445.

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We have always been told not to judge a book by its cover. However, the cover serves as the porthole into the book’s soul. An attractive book cover creates an appetite and one would want to delve into the book. A cover may not reveal the entire contents of the book but it is through the cover that decisions are made to continue reading a book, purchase a book or simply be turned off due to a dull and boring outer appearance. The centrality of history textbook covers shapes an educational response of teachers and learners alike. It creates meaning for the browser, buyer or reader. The idea of a history textbook cover wrapped in colour, image, typography and minutiae directed my interest towards the interpretations that arise from these elements. Hence, this study was conducted to judge selected Grade 10 History textbook covers. The purpose of this dissertation was to gain an understanding of the conclusions one can draw in a connotative and denotative manner from judging Grade 10 History textbook covers. This qualitative study was informed by the interpretivist paradigm and sought to understand the hidden ideologies and multi-complex meanings that may arise when a historical educational judgement is passed. A purposive sample of five Department of Basic Education (DBE) approved Grade 10 History textbooks were chosen to explore the phenomenon – judgement. Denotation and connotation as branches of iconography served as the key analysing methods and provided an all-encompassing judgement of the covers. Through the application of critical discourse analysis (CDA), nine historically significant discourses manifested and revealed unequal traces of gender, race and class on the covers of the selected history textbooks. These disparities are not entirely what is stipulated in the South African Constitution and CAPS-History curriculum. My study showed how the historical and visual elements seen on the covers have political, social, cultural, commercial and educational forces. These forces direct the historical story to be displayed and further influence the historical intellectual judgement of Grade 10 learners and teachers in the classroom.
Dissertation (MEd)--University of Pretoria 2020.
pt2021
Humanities Education
MEd
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Li, Pui-lin, and 李佩蓮. "Evaluation of Hong Kong secondary school chinese history textbooks." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31957304.

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Li, Pui-lin. "Evaluation of Hong Kong secondary school chinese history textbooks." [Hong Kong] : University of Hong Kong, 1994. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13833522.

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Landis, Geraldine. "Heroes and villains : an analysis of the treatment of individuals in the world history textbooks /." Diss., This resource online, 1993. http://scholar.lib.vt.edu/theses/available/etd-06062008-172039/.

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Mitchell, Michele D. "The Color Line and Georgia History Textbooks: A Content Analysis." Digital Archive @ GSU, 2013. http://digitalarchive.gsu.edu/sociology_theses/38.

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The purpose of this research is to define racialized textbook bias, conduct a content analysis of Georgia history textbooks, and answer the following question: how is race framed in contemporary Georgia history textbooks? A content analysis of nine Georgia history textbooks was completed for grades two and eight. A Du Boisian theoretical framing of race prejudice as the macro-social condition of the micro-social process of race was an integral component of the content analysis. The findings revealed the existence of racialized textbook bias in the form of marginalization, compartmentalization, and omission suggesting the continuation of White supremacy and Black oppression in the process of education in Georgia public schools.

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Edin, Kristian. "Canadian natives from a post-colonial perspective in history textbooks." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-35082.

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Syftet med denna uppsats är att undersöka beskrivningen av kanadensiska urinvånare i kanadensiska historieläroböcker, från ett postkolonialt perspektiv,för att se om de innehåller någon form av fördomar. Med en kvalitativ metod,och i jämförelse med tidigare genomförda studier inom samma område, analyseras fyra kanadensiska historieläroböcker för gymnasinivå. mina sammanfattningar visar att läroböcker är mindre fördomsfulla idag än för tjugo år sedan, men från ett postkolonialt teoretiskt perpsektiv innehåller de fortfarande tendenser av en världsuppfattning som stammar från kolonialt tänkande.
The aim of this study is to examine the portrayal of Canadian Natives in Canadian history textbooks, through a postcolonial theory, to see if they contain bias or prejudices. With a qualitative method, and in comparison to previously conducted studies of textbook bias, four Canadian high-school history textbooks are analyzed. My conclusions show that textbooks are less bias than twenty years ago, but that they from a postcolonial theory perspective still carry tendencies of colonial conceptions.

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Aburahma, Wafaa. "History Textbooks in Conflict: Security, Nation-Building and Liberating Curriculum." Bowling Green State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1497549655338847.

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Bunge, Hans-Henning. "Comparing Ancient History Textbooks of Imperial Germany and the Weimar Republic." Kent State University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=kent1197059579.

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Books on the topic "History Textbooks"

Shiba, Nobuhiro, and Aleš Gabrič. School history and textbooks: A comparative analysis of history textbooks in Japan and Slovenia. Ljubljana: Inštitut za novejšo zgodovino, 2013.

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Gerald, Horne, Bedell Madelon, Dodson Howard, and Council of Interracial Books for Children., eds. Thinking and rethinking U.S. history. New York, N.Y: The Council, 1988.

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Council, American Textbook, ed. History textbooks at the new century: A report of the American Textbook Council. New York: American Textbook Council, 2000.

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author, Tavuyanago B., Mutami N. author, and Muponda Z. M. author, eds. Total History: 'O' Level Southern African History. Harare: PRIORITY PROJECTS PUBLISHING, 2009.

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Zajda, Joseph. Globalisation and National Identity in History Textbooks. Dordrecht: Springer Netherlands, 2017. http://dx.doi.org/10.1007/978-94-024-0972-7.

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Türkiye Ekonomik ve Toplumsal Tarih Vakfı, ed. Improvement of Balkan History Textbooks Project reports. Turkey]: The Economic and Social History Foundation of Turkey, 2003.

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Jawaharlal Nehru University. Delhi Historians' Group., ed. Communalisation of education: The history textbooks controversy. [New Delhi]: Delhi Historians' Group, 2001.

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Leahey, Thomas Hardy. A history of modern psychology. Englewood Cliffs, N.J: Prentice Hall, 1991.

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Giordano, Gerard. Twentieth-century textbook wars: A history of advocacy and opposition. New York: P. Lang, 2003.

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Lowenberg, Carlton. Emily Dickinson's textbooks. Edited by Lowenberg Territa A and Brown Carla L. Lafayette, Calif: C. Lowenberg, 1986.

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Book chapters on the topic "History Textbooks"

Simon, Josep. "Textbooks." In A Companion to the History of Science, 400–413. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2016. http://dx.doi.org/10.1002/9781118620762.ch28.

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Naser-Najjab, Nadia, and Ilan Pappe. "History, curriculum and textbooks." In A New Critical Approach to the History of Palestine, 100–122. Milton Park, Abingdon, Oxon ; New York, NY : Routledge, 2019. |: Routledge, 2019. http://dx.doi.org/10.4324/9780429052835-6.

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Heczková, Libuše, and Viola Parente-Čapková. "Textbooks in Literary History." In The Politics of Literary History, 291–98. Cham: Springer International Publishing, 2024. http://dx.doi.org/10.1007/978-3-031-18724-7_15.

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Lopes Coelho, Ricardo. "Trends in Contemporary Textbooks." In History of Physics, 115–35. Cham: Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-51855-3_5.

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Baldo, Italo Francesco. "Textbooks After Brucker." In Models of the History of Philosophy, 475–513. Dordrecht: Springer Netherlands, 2015. http://dx.doi.org/10.1007/978-94-017-9966-9_8.

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Cox, J. L., F. J. Dwyer, D. Ellis Rowena, and E. J. Nicholas. "Secondary School Textbooks: English History." In Handbook for History Teachers, 244–51. London: Routledge, 2021. http://dx.doi.org/10.4324/9781032163840-22.

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Blaauw, Jan. "Human Rights in History Textbooks." In Globalisation, Human Rights Education and Reforms, 251–63. Dordrecht: Springer Netherlands, 2016. http://dx.doi.org/10.1007/978-94-024-0871-3_15.

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Bobryk, Sylwia. "History Wars in School Textbooks?" In Narratives of War, 127–44. London ; New York, NY : Routledge/Taylor & Francis Group, 2019. |: Routledge, 2019. http://dx.doi.org/10.4324/9780429506840-9.

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Fazekas, Csaba. "Changing interpretations in history teaching and history textbooks." In Civic and Uncivic Values in Hungary, 214–28. London: Routledge, 2024. http://dx.doi.org/10.4324/9781003488842-15.

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King, LaGarrett J., and Crystal Simmons. "Narratives of Black History in Textbooks." In The Wiley International Handbook of History Teaching and Learning, 93–116. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2018. http://dx.doi.org/10.1002/9781119100812.ch4.

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Conference papers on the topic "History Textbooks"

Lynn, Robert. "U.S. History Textbooks and Queer History: An Analysis of Textbooks." In 2024 AERA Annual Meeting. Washington DC: AERA, 2024. http://dx.doi.org/10.3102/2113230.

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Almaev, R. Z. "History School Textbooks Evolution In Russia." In Humanistic Practice in Education in a Postmodern Age. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.11.4.

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Bušljeta Kardum, Rona. "Cultivation of Emotions through Textbooks: Example of Croatian Gymnasium History Textbooks." In 3rd International Conference on Teaching, Learning and Education. ACAVENT, 2021. http://dx.doi.org/10.33422/3rd.ictle.2021.02.111.

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Benediktova, Lenka. "MULTIMEDIA POTENTIAL OF INTERACTIVE TEXTBOOKS OF NATURAL HISTORY." In International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.1012.

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Косулина, Л. Г. "Social movements in Russia of the XIX century: studying at school and university. Succession and innovations." In Современное социально-гуманитарное образование: векторы развития в год науки и технологий: материалы VI международной конференции (г. Москва, МПГУ, 22–23 апреля 2021 г.). Crossref, 2021. http://dx.doi.org/10.37492/etno.2021.34.25.051.

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в статье содержится сравнительный анализ освещения проблем становления и эволюции общественных движений России в XIX в. в школьных учебниках, разработанных в соответствии с требованиями Концепции нового УМК по отечественной истории, историко-культурного стандарта и включенных в федеральный перечень учебников. Автор выявляет базовые для всех учебников проблемы и специфику их освещения каждым авторским коллективом. При этом представленный в школьных учебниках материал рассматривается с точки зрения базовых знаний для дальнейшего изучения данной темы в вузовском курсе «История», на основе которых предлагаются авторские рекомендации, как содержательного, так и методического характера по усовершенствованию вузовского курса истории. the article provides a comparative analysis of the coverage of the formation and evolution of social movements in Russia in the XIX century in the school textbooks, designed in accordance with the requirements of the concept of a new textbook on national history and historical and cultural standards, included in the federal list of textbooks. The author identifies the basic issues for all textbooks and the specifics of their coverage by each author's team. The material given in school textbooks is examined from the point of view of basic knowledge for further study of this subject in a high school course of "History". Based on these recommendations the author offers both substantial and methodical recommendations for the improvement of the university course of history.

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Куренышева, Е. П. "The concept of the Revolution of 1917 in modern school textbooks on the history of Russia." In Современное социально-гуманитарное образование: векторы развития в год науки и технологий: материалы VI международной конференции (г. Москва, МПГУ, 22–23 апреля 2021 г.). Crossref, 2021. http://dx.doi.org/10.37492/etno.2021.46.10.052.

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в данном выступлении анализируется концепция революции 1917 года, представленная в школьных учебниках, рекомендованных к обучению в российских школах в перечне 2020/2021 гг. Сюда относятся учебники под редакцией А.В. Торкунова, под авторством Н.В. Загладина, Ю.В. Петрова, А.Н. Сахарова, под общей редакцией В.А. Тишкова, под редакцией С.П. Карпова, также в соавторстве О.В. Волобуева, С.П. Карпачева, П.Н. Романова. В статье выявляются общие черты концепции революции 1917 года в России, а также раскрываются различия в представлении причин, хода, значения и последствий событий. Ни в одном школьном учебнике уже события 1917 года в России не отражаются как закономерный и неизбежный процесс перехода от капиталистической формации к коммунистической, как это было в советских учебниках. Общим в подаче революционных событий стало и то, что в отличие от советской эпохи, где в учебниках либерально-буржуазный Февраль противопоставлялся социалистическому Октябрю, в современных учебниках события февраля-октября 1917 года подаются как единый процесс, как Великая российская революция. Различий в трактовках, тем не менее, много. the presentation analyzes the concept of the revolution of 1917, presented in school textbooks recommended for teaching in Russian schools in the list of 2020/2021. This includes textbooks edited by A.V. Torkunov, also authored by N.V. Zagladin, Yu.V. Petrov, A.N. Sakharov, also edited by V.A. Tishkov, also edited by S.P. Karpov, also co-authored by O.V. Volobuev, S.P. Karpachev, and P.N. Romanov. The speech reveals the common features of the concept of the revolution of 1917 in Russia, as well as reveals the differences in the presentation of the causes, course, meaning and consequences of the events. The events of 1917 in Russia are not reflected in any school textbook as a natural and inevitable process of transition from the capitalist formation to the communist one, as it was in the Soviet textbooks. What is common in the presentation of revolutionary events is that, in contrast to the Soviet era, where in textbooks the liberal-bourgeois February was opposed to the socialist October, in modern textbooks the events of February – October 1917 is presented as a single process, as the Great Russian Revolution. Nevertheless, there are many differences in the interpretations.

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Ayundasari, Lutfiah, Ulfatun Nafi'ah, Najib Jauhari, and Rica Filasari. "Analysis of Content and Discourse on Character Education in History Textbooks on Islamic History Materials." In The Proceedings of the 4th International Conference of Social Science and Education, ICSSED 2020, August 4-5 2020, Yogyakarta, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.4-8-2020.2302528.

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Aleksashkina, Lyudmila N. "The Electronic Forms Of School Textbooks For History And Social Studies." In International Conference "Education Environment for the Information Age". Cognitive-crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.08.7.

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Woon, Yun Jae. "Review of Content on Marine Culture in Middle School History Textbooks." In Education 2013. Science & Engineering Research Support soCiety, 2013. http://dx.doi.org/10.14257/astl.2013.36.26.

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Alexandrache, Carmen. "(NON)VIOLENCE AND COMMUNIST EDUCATION- AN ANALYSE OF ROMANIAN HISTORY TEXTBOOKS." In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.2850.

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Reports on the topic "History Textbooks"

Lozynskyi, Maryan. Книгообмін Львівського державного університету імені Івана Франка: аналіз архіву з кінця 1940-х років. Ivan Franko National University of Lviv, March 2023. http://dx.doi.org/10.30970/vjo.2023.52-53.11745.

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One of the components of the publishing activity (book exchange) of the Ivan Franko State University of Lviv in the post-war period, in particular, in 1946-1947, when the University, while reconstructing and repairing educational buildings, etc., began to build a publishing and printing base, has been revealed. It has been established that the administration of one of the leading educational institutions at that time encouraged the scientific and pedagogical staff to write and print teaching aids, textbooks, monographs, etc. in every possible way. The article analyzes archival documents testifying to the cooperation of the rectorate of the Ivan Franko State University of Lviv with some educational institutions of Ukraine and from outside its borders in the matter of exchange of scientific works written and published by researchers of the Franko University. This article will be of particular value primarily for those who are interested in the history of the Ivan Franko National University of Lviv concerning the development of the publishing business in the post-war period, as well as significant scientific works that were published within the framework of this educational institution. Keywords: book exchange, textbook, monograph, scientific notes, libraries, universities.

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Frankema, Ewout, Ellen Hillbom, Ushehwedu Kufakurinani, and Felix Meier zu Selhausen. The history of African development : A textbook for a new generation of African students and teachers. Netherlands: African Economic History Network, 2023. http://dx.doi.org/10.18174/590864.

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Maksimenko, L. A., and G. V. Gornova. Candidate's exam in the discipline "History and philosophy of science" : a textbook for organizing independent educational and research work on an abstract on the history of medicine. OFERNIO, November 2020. http://dx.doi.org/10.12731/ofernio.2020.24680.

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Zhytaryuk, Maryan. UKRAINIAN JOURNALISM IN GREAT BRITAIN. Ivan Franko National University of Lviv, March 2021. http://dx.doi.org/10.30970/vjo.2021.50.11115.

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Professor M. Zhytaryuk’s review is about a book scientific novelty – a monograph by Professor M. Tymoshyk «Ukrainian journalism in the diaspora: Great Britain. Monograph. K.: Our culture and science, 2020. 500 p. – il., Them. pok., resume English, German, Polish.». Well-known scientist and journalism critic, Professor M. S. Tymoshyk, wrote a thorough work, which, in terms of content, is a combination of a monograph, a textbook and a scientific essay. This book can be useful for both students and practicing journalists or anyone interested in the history of the Ukrainian diaspora, Ukrainian journalism and Ukrainian culture. The author dedicated his work to Stepan Yarmus from Winnipeg, Canada – archpriest, journalist, editor, professor. As the epigraph to the book were taken the words of Ivan Bagryany: «Our press, born under the sword of Damocles of repatriation», not only survived and survived to this day, but also showed a brilliant ability to grow and develop. It was shown that beggars that had come to the West without money at heart can and know how to act so organized. It was also an example of how a modern «enbolshevist» and «denationalized» by the occupier man person is capable of a combined mass action».

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