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A BRIEF COMMENTARY ON HISTORIOGRAPHY OF HISTORY TEXTBOOK FOR GRADE 9: INTER-STATE CONFLICTS OF THE 16TH CENTURY ON THE HORN AFRICA AND ETHIOPIAN REGION (PP. 98- 105). [Abstract ID: 0513-02]
Textbooks are fundamental elements of education that deliver knowledge on disciplines with specifically designed arrangements for students. Though a standard textbook series may differ on the design and focus of the curriculum, they are the most common instructional materials in the classroom that provides a balanced and chronological presentation of information for teachers and students. It is conventional that, they are a major concern of schools, teachers, a research community and other stakeholders. With its broad and dynamic nature, a history textbook is the most vital instructional material that defines and determines what is important in history education for a particular grade level. As a basic source of knowledge and guiding instructional material, its preparation requires systematic curriculum design and presentation, which are indispensable tasks assigned for textbook writers who decided what should be excluded, and how particular episode in history should be narrated. This process usually invites a positive or negative interpretation of an event. Hence, periodic reviews and researches are mandatory to enrich textbooks and avoid misrepresentation of historical facts that cause biased understanding of history. This paper, therefore, tries to examine the historiographical presentation of History textbook for grade 9: “Inter-state conflicts of the 16th century on the Horn of Africa and Ethiopian Region (pp. 98- 105).” The historiography of the textbook under the stated title is examined against other scholarly researches or findings. I argue that the textbook I am examining has serious gaps of historical facts which need formative corrections and revision.