Abstract

The purpose of this article is to analyze teaching of modern history in Poland and the teachers’ role in the process of democratization. Forty-eight high school history teachers responded to a questionnaire investigating the curricula, textbooks, supplemental teaching materials and methods of teaching. The results demonstrate that since 1989 these instructors have had many more choices of textbooks compared to the past when just one government-recommended text was available. The teachers claim that textbook material is now more objective and does not contain “white spots.” Teachers also admit they now can teach in more interactive ways using discussion and critical thinking, and present different points of view.

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