Abstract
Abstract A content analysis of selected portions of sixth grade history texts used by French and English Canadians during the period 1850 to 1968 shows that French and English texts exhibit markedly different definitions and attitudes toward historical events in general, and the federal government in particular. Over time, the English texts become more conciliatory and move toward the French Canadian definition of history whereas the French texts become more “French” nationalistic and move away from the English Canadian definition of history. Schermerhorn's thesis that superordinate groups develop an ideology with superordinate themes (racism, social distance, active prejudice, assimilationism) was not supported, but his thesis that subordinate groups develop an ideology stressing subordinate themes (militancy, secessionism, withdrawal, pluralism, reactive prejudice) was supported. This difference is explained on the basis of the self interests of the respective English and French ideological elites.
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