“Crimean issue” in Russian and Ukrainian history school-books

The author considers the reflection of the territorial and administrative affiliation of Crimea in modern history school textbooks of Russia and Ukraine. It is shown that at the interstate level of memory policy, the “Crimean issue” is presented in textbooks in different ways and is aimed at creating various types of social identity. The conclusions note that when describing the plot on the status of Crimea, the Russian narrative of school history textbooks seeks to create a positive social identity, while the narrative of Ukrainian history textbooks is based on the principle of victimization, promoting a negative social identity among young people. Crimean textbook on regional history in the matter of changing the affiliation of Crimea is consistent with the Russian narrative, which contributes to the spread of civic identity among young students.