The image of the enemy in textbooks on the history of the USSR in the 1930s

The article examines the peculiarities of the formation of the image of the enemy in the textbook of Andrei Shestakov "A Short Course in the History of the USSR." Also, the historiography of the issue is analyzed. It applies to both the Soviet era and the present. Despite the modest attention to this topic by foreign experts, the works that directly affect the issue are highlighted. The main changes in the then system of school education, which led to its unification and formed the requirements for the history lesson in general and the need to develop a textbook in particular, are outlined. The role of Andrei Shestakov, who was one of the first to develop an "ideal" history textbook for the Soviet government, is revealed. His career growth and work with Marxist-Leninist ideology are shown, which in turn helped to achieve this goal.The process of modification of negative connotations concerning those forces against which the Bolsheviks fought is traced. Thus considering the period of ancient history, the author criticized rich people. The negative image deepened when it came to religion in the Middle Ages. Priests and monks, compared to the wealthy, were perceived not as something "foreign" but more negative as something "hostile." Wealthy peasants received a special color, the term "kulaks" was used for them. The closer A. Shestakov approached the twentieth century in his presentation of historical material, the clearer the formation of the image of the enemy, not only internal but also external. Thus, the first was personified by all the forces against which the Bolsheviks fought. To define such "enemies" used the definition - "counter-revolutionary". The second category was represented by the Entente and the Nazis, who came to power primarily in Germany and Italy.

Evenimentele din 1992 în manualul de istorie din școlile transnistrene / The events of 1992 in the history textbook of Transnistrian schools

After the 1991 separatist region of Transnistria developed its own education system, provided with normative acts, including curriculum and textbooks. History education is part of the official discourse and focuses on Transnistrian interests. In many cases, textbooks are based on Soviet historiography, and Western neighbors are treated as enemies. The author of the present article analyzes, in particular, Chapter IX of the textbook for the ninth grade, which deals with the formation of the separatist republic and the Dniester War of 1992, which is described by the authors of the textbook as “Moldova’s military aggression against the Transnistrian people.” The facts presented in this textbook are unilateral, trying to demonstrate the “aggression of Moldova” on the districts on the left bank of the Dniester. Although, at the end of the topic, the authors consider that this military conflict was “a bloody war”, they insist more on the “sufferings, losses and victims” of the inhabitants of this region. There is a total lack of critical, comparative, and balanced approach to these sensitive events for the recent history of the Republic of Moldova.

‘New” textbook for universities

Presented is the analysis of a new edition of history textbook for middle schools and universities. The author emphasizes its advantages, and presents detailed scientific analysis of its shortcomings. Conclusion is drawn on the admission of this textbook for middle schools and universities history courses.