This dissertation focuses on a comparative analysis of school textbooks, in the context of which the Bavarian and Austrian school textbooks for history and social sciences for the eighth grade or rather ninth grade of the secondary school level since 1950 are examined with regard to the Holocaust topic. Analogous to the curricula, the research of school textbooks is treated initially theoretically. Then, the quantitative and qualitative analytical procedures are explained. The investigation of Bavarian and Austrian textbooks consists of a sample of 43 textbooks, which significantly covers all decades from 1950 to 2006. Another aspect of this work is the focus on the two concentration camp memorial sites of Dachau and Mauthausen. In this context, the primary focus of attention is initially on how they have developed historically since 1945. Then, this investigation compares the educational concepts of these two memorial sites.