Studies of the Turkish denial of the Armenian Genocide have so far focused on ‘denial’ as a function of either international states system and great power politics or institutional and ideological continuities between the Kemalist elites and the ‘Unionists’ (members of the Committee of the Union and Progress, known as the architects of population policies that resulted in the ejection, expulsion, and annihilation of the Empire’s non-Muslim subjects between 1913-1918). Both in domestic and international discourses on the Armenian Genocide, modern Turkey’s relation to its past is reduced to ‘Turkish denial’ and ‘Turkish denialism.’ And yet we know very little about how generations of ordinary Turkish citizens ‘learned’ to forget their past and have been disciplined to ‘deny’ not only what happened in 1915 but also the presence of Armenians in the Anatolian peninsula. In this paper, I argue that a comprehensive analysis of Turkish schoolbooks constitutes a solid empirical territory where we can observe ‘around-the-clock’ blueprints of the engineering of ‘social’ denial and its diffusion. . In Turkey, school textbooks are controlled by the Turkish government; all textbooks are written under the supervision of the Curriculum Board of the Ministry of Education. All chapters and topics, even the sub-sections, must be in accordance with the annual curriculum accepted by the Curriculum Board and changes are officially announced in the monthly official bulletin of the Curriculum Board. As part of larger research, this paper aims to provide a historical overview of the representations of Armenians, the narratives on Armenians in the history of Anatolia up until the Great War, and how these representations have evolved in the Turkish secondary school textbooks from 1930s to the 21st century.