The writing of history textbooks in Syria during the war Over the past decade, the conflict in Syria has spilled over into everything, even textbooks, including history textbooks. Instead of having one unified school history textbooks in all Syrian schools, there are now different school histories taught to Syrian children and teenagers. These textbooks were issued and imposed on schools by the authorities that share control over Syrian geography. The Syrian government was the only authority to edit and print these textbooks, now, other forces established their own institutions, including educational ones, and began to develop school curricula in which they prove their principles and goals, presenting the narrative that serves them, especially for the current history after 2011. The most important of these parties in addition to the regime government are both The Islamic State (ISIS), the Kurdish self-administration, and the Syrian opposition affiliated with the “Syrian Interim Government” and the one affiliated with the “Syrian Salvation Government” in Idlib. Syria, after nearly half a century of school curricula, influenced by the nationalist ideology of the Baath Party, which glorify the personality of Hafez al-Assad, and later his son Bashar, it moves to new textbooks that present history from the perspective of PKK and glorify its leader Abdullah Ocalan and his ideas. Then comes the textbooks of the Islamic State organization with its extremist ideology. Finally, the Syrian opposition, used the textbooks issued by the regime itself after important modifications were made to them before the Turkish Ministry of Education commissioned Syrian teachers to write special textbooks for schools in northern Syria, controlled by Turkey. what do these history textbooks provide? What are the points of convergence and points of difference between them? How should we approach to these text books which are also historical archives revealing the ideological conflicts and the deep crisis in the country. The purpose of this essay is to prove that school history in Syria has become hostage to ideological conflicts and is dominated by tendencies that do not believe in Syrian patriotism. This will exacerbate the deep national crisis that Syria has been experiencing for more than half a century. The study will be based on the descriptive and comparative approach, describing the different approaches and comparing them to reach conclusions. Samples will be selected from the same history textbooks of the main de facto authorities that share control of Syrian territories.