This graduate thesis investigates the way in which controversial and sensitive topics of contemporary history are dealt with using textbooks from the late 20th and early 21st century as examples. The aim of the thesis is to show how much the interpretation and the way of presenting certain historical contents have changed. Three controversial and sensitive topics were analyzed. The first includes the concept and interpretation of genocide, Holocaust and war crimes in school textbooks, the second a representation of the Independent State of Croatia, and the third an interpretation of the partisan movement, Bleiburg and the “Way of the Cross“. Textbooks from 1991, 1992, 1993, 2000, 2004, 2007, 2014, and 2021 served as the dominant historical source. Through the textbooks, the political and ideological state of society is reflected, the influence of which is also visible in the formation of the collective memory or the amnesia of the state union. Selected textbooks can serve as a good indicator of what is to be forgotten and what is particularly emphasized. The interpretation of controversial and sensitive topics in textbooks also indicates the degree of political involvement in the creation of “historical truth“ that will serve as the basis for the formation of collective identity. In accordance with modern methods of teaching history, textbooks also explore the appearance of different historical sources, and the ways in students' which critical thinking is encouraged. The purposefulness of using a historical testimony or a historical image is related to the tendency to present a particular historical topic. Learning about controversial and sensitive issues in Croatia has a significant impact on the formation of self-image, but also on the formation of images and ideas about the others. In this regard, Croatia clearly lags behind. Finally, as a concrete example of teaching about controversial and sensitive topics, the results of survey of 12 history teachers in the Međimurje region are available.