The topic of this MA thesis is the presentation of the Independent State of Croatia (NDH) in history textbooks for the eight grade of elementary school and the fourth grade of elementary school in the period between 1960 and 2018. The MA thesis is based on textbooks in order to gain an insight into how the NDH was presented through two different states with different ideological starting points. In addition to the textbooks, curricula and programs on the topic of NDH were also studied in order to better understand and evaluate the impact of politics on the development and changes that follow NDH accompanying the topic of NDH. Since the textbooks were written in socialist Yugoslavia and the Republic of Croatia, the differences between textbooks written in different countries will also be analyzed. The first part of the thesis deals with the presentation of history textbooks written during the socialist Yugoslavia. After a brief presentation of the curricula, the textbooks are analyzed in chronological order, first for elementary schools, and then for high schools, that is, from the mid-1970s, schools for focused education. Special attention will be paid to high school textbooks written in 1971 and revisions of those textbooks that were published the following year, 1972. The second part describes the textbooks written in the Republic of Croatia. They will be studied according to a slightly different principle. Most attention will be paid to textbooks written in the 1990s, especially those by Ivo Perić. Although they are controversial, a certain influence of them can still be seen in the textbooks published in the following years. The third part is the shortest one and it refers to the topic of Bleiburg and the "Way of the Cross". It analyzes only textbooks written in the Republic of Croatia, because these events were not written about in socialist Yugoslavia. By comparing the events at Bleiburg and the "Way of the Cross" and by comparing them with the Ustaša terror, the influence of politics on the creation of history textbooks will be clearly seen. In the conclusion, the influence of politics on the writing of textbooks is additionally described, for example the fact that textbooks have difficulty changing narratives within a political system. The unsatisfactory form of curricula is also highlighted, which is difficult to change, and if it is changed, the changes are progressing slowly and insufficiently.