Ovom su analizom evidentirane značajne razlike, ne samo između hrvatskih i srpskih udžbenika, nego i obrazovnih sustava. Razvoj samog sustava, nastavnih planova i programa i udžbenika se od 1990-ih godina uveliko razlikuje i po načinu i brzini promjena. U Hrvatskoj se paralelni udžbenici pojavili već sredinom 1990-ih, u Srbiji je do toga došlo tek krajem prvog desetljeća 2000. Također, kada razni domaći i inozemni autori govore o hrvatskim udžbenicima već od 2000. se govori o napretku u didaktičko-metodičkom smislu, a do toga posebno dolazi s pojavom novih mlađih autora. U Srbiji na jedno kraće vrijeme došlo do prekida rada s europskim institucijama na udžbenicima. Ono što je zajedničko i hrvatskim i srpskim udžbenicima je ovisnost o politici i političkim elitama, a to je posebno izraženo bilo 1990-ih kada se jedna politička indoktrinacija zamjenjuje drugom. Ta situacija je zahtijevala promjene i po pitanju udžbenika, umjesto jedne ideologije nametala se druga. Treba svakako napomenuti kako se stvari razvijaju na bolje. U obje zemlje postoji pluralizam udžbenika, svaki nastavnik može birati s kojim udžbenikom će raditi. To omogućuje da se udžbenici razvijaju slobodnije i da različiti autori ne donose samo jednu sliku povijesti. Uz to udžbenici se razvijaju u stilskom i didaktičko-metodičkom pogledu.The subject of this paper is how the Independent State of Croatia (ISC) is presented in Croatian and Serbian history textbooks for eight grade of primary school. In my paper I have analysed the newest textbooks which are currently in use in Croatian and Serbian schools and are approved by the ministry. There are 4 Croatian and 5 Serbian textbooks. The aim of this paper is to determine how the Independent State of Croatia is presented in Croatian and Serbian history textbooks, what is similar and what is different between the different textbooks in each country, between the Croatian and Serbian textbooks and between the older and newer generation of textbooks. The methodology of this paper is based on a comparative analysis of textbooks. I will use synthesis in the conclusion. I briefly described how education system was developing in Croatia and Serbia in the 90's and 2000's and what different authors wrote about textbooks that have been used so far. Then there is the analysis of each textbook and comparison of Croatian and Serbian textbooks. The conclusion is that textbooks are developing in a positive way but still there are some elements that need to be changed (in Croatian case that is a positive representation of ISC culture by S. Bekavac and M.Jareb and in Serbian case that is the number of victims in Jasenovac that still notes between 600 000 and
700 000 victims). The characteristic of all Serbian textbooks is a negative representation of ISC (it
is marked as a genocidal state) and Catholic church (but there is a difference if they talk about parts or about the whole Catholic church. Croatian textbooks are different because they made more space for victims (multiple sources) also they talk about the people who are honored with the title Righteous Among the Nations and they don't talk only about criminal character of ISC but also about it's administrative arrangement. The common characteristic of Croatian and Serbian textbooks
is the postponement of Roma
