This is a lesson devoted to disinformation in history textbooks, using the Russian textbook The History of Russia as an example. It consists of an introductory article and two practical exercises for students – a text analysis and a quiz – which develop critical thinking, recognition of propaganda and the ability to analyse historical sources.
Students often perceive textbooks as neutral and fully objective sources of knowledge, rather than seeing them as texts created by people. In reality, the authors’ choices regarding interpretation, selection of facts and terminology used have a direct impact on the message.
Since 2023 Russia has implemented a single, unified history textbook for all schools for grade 11 (the equivalent of the final year of Polish secondary school; students aged 16–18 attend grade 11), titled The History of Russia: Grade 11. Basic Level, edited by Vladimir Medinsky, Anatoly Torkunov and Alexander Chubarian.
This textbook has been criticised by many scholars and educators for distorting history and promoting a single, government-imposed vision of the past. It therefore serves as an example of propaganda directed at both students and teachers.
Based on an analysis of The History of Russia textbook, students will develop skills in careful reading, critical text analysis and comparing how the same events can be presented in different contexts.
Target group: upper secondary school students (approximate ages 15–19)
Prerequisites: basic ability to critically analyse texts, cite evidence and distinguish facts from interpretation. Specialised knowledge of Russian or Ukrainian history is not required. However, preparing a short contextual note before the lesson is recommended.
Suggested format: 45–90 minutes (one lesson or a double lesson)
Learning objectives.
To enable students to:
- recognise basic techniques of linguistic manipulation;
- identify selectivity in historical narratives;
- distinguish between description of events and their evaluation; and
- transform emotive language into neutral text.
