In this chapter, Baquès describes the way in which French history textbooks are connected to national curricula, educational institutions and the practices of teachers. Traditionally, in French secondary schools and universities, geography and history have been connected, while in elementary schools history, geography, civil education and science have been separate subjects. History is a compulsory subject and considered one of the most important subjects in France, after only French and mathematics. History education, like all education in France, is highly centralized. The National Council of Programmes (Conseil National des Programmes, CNP) develops the history course that begins in the third year of school, as well as secondary level national exams. History textbooks are inspected and revised by professional inspectors, professors, teachers or trainers. At the secondary level inspectors are typically historians; at the elementary level they may be generalists.

In the last two decades secondary history has changed considerably. There has been a move from a linear to a thematic study of history with emphasis on European cultural and global studies. At the primary level changes included the study of antiquity, increased emphasis on local and global studies, and an interest in developing students’ competencies in various areas. Primary history tends to be more concerned with pedagogy, while secondary with knowledge. Furthermore, in secondary education the CNP curriculum is the basis of studies and the heart of the textbook, whereas in elementary education it is only a referent.

According to Baquès, in France, all exercises in history textbooks relate directly to examinations, and publishers are encouraged to support the pedagogical vision of the CNP. In the past two decades this has included a shift from providing encyclopedic knowledge to an attempt to evoke student interest. Texts contain various exercises and emphasize teaching strategies as much as content. Baquès explains that the textbook market has become commercially driven. Teams of authors work together under the direction of an editor, and commercial appeal is sometimes valued over pedagogical relevancy. Though teachers do not appear particularly influential in this process, teachers’ unions in France often impact the content of textbooks, as well as a given school or district’s textbook selection decisions. Social pressure also has a significant impact on textbook content. Academics, educational authorities, and the media in France engage in ongoing debates that tend to determine high school history more than academic historiographical debates.

In the past five to six decades, textbooks have been structured with an emphasis on the contemporary period. At the secondary level, textbooks became more pedagogically oriented in the 1950s, but this has been on the decline since the mid-1990s. Typically secondary textbooks include a two-page spread with a chronology line, maps or images, an exposition, and questions, followed by pages of documents and narrative. The documents play a central role in developing the students as historians. At the primary level, there has been disagreement between those who favour knowledge and traditions that focus on the student. Textbooks vary, with some covering history alone, others history and geography, and still others bring together history, geography, science and civic education. In general, primary level textbook exercises are designed to foster creativity. Differences between primary and secondary level textbooks reflect differences in teaching practices.