This document surveys the changes in the content of history textbooks in Romania from the end of World War II to 1991. Post war Romanian education is examined through the education laws of 1948, 1958, and 1975, and at the syllabi and textbooks used. The textbooks are relevant for such an analysis because they represent the main material support of didactic information. The study examined 15 editions of middle and high school texts published from 1957 to 1991. History teaching followed the same stages as the entire social and political life of the country. The specifics of history teaching depended on the degree of implication of the political factor in the elaboration of objectives, adequate content for attaining the objectives, and the methodological framework. The first stage of the post war education system in Romania began with the Education Law of 1948 through which Stalinist viewpoints on society and history emerged. By the mid 1960s Romanian history texts no longer placed the Soviet Union in a key role. During this period topics after World War II were grouped as: (1) the capitalist states; (2) "popular democracies," the socialist or communist countries; (3) national liberation movements in colonial countries; (4) the international communist and working class movement; and (5) science and culture. The 1991 textbooks reflect the elimination of value judgments from the titles, groupings of problems facing human society as a whole, and the growing recognition of the importance of individuals. (DK)