In Russia, history teachers used to teach their students information that scholars knew to be false. The students learned about Marxist-Leninism, and ideology, which many people did not believe. So, rewards were given to students on exams for giving false information. Over time the students learned to be skeptical as well as passive, and to hold a grudge against people who lied to them repeatedly. (Vaillant 1994: 146)

After the fall of the Soviet Union, another value t

Lastly, in China, the texts books focus on social services with a focus on Marxist ideology, which is different than texts books in Taiwan that focuses on family services. What is similar between the two texts books is that they both focus on patriotism and filial piety. The individuals that are modeled in the Chinese texts books are the people who are dedicated to building a new society in China. Two other points that the books help to teach are: self-sacrifice and hard work. They tell a story of a young man who was pushing sheep to the pasture and got caught in a blizzard with the sheep. He was able to survive overnight in the blizzard and he managed to keep all the sheep together and alive. (Ibid: 141)

hat was leisurely introduced was critical thinking. To help change the curriculum, the Central Education Establishment decided to include more information in the courses about religion, cultural life, the role of the individual, and the role of choice in history. In the textbooks for the new curriculum they put material in the book that would cause students to be more active and independent. The texts would require students to discuss the matters at hand, so each student could defend their point of view on the subject. The idea of class participation was designed to strengthen the students’ ability to think by themselves. The textbooks have multiple points of view, which requires the student to do so some critical thinking. (Ibid: 150)

In China, politics

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