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The present research paper aims to examine and analyse what tasks are included in the History coursebooks published to be used today (2022) in Hungary and Slovakia in schools with Hungarian language tuition. The research does not cover the examination of History textbooks at all grades of primary school education. Still, it is restricted to steps 7 (in Hungary) and 8 (in Slovakia) and focuses on chapters dealing with the Era of Dualism (1867–1918). The tasks that can be found in the textbooks will be examined both from qualitative and quantitative perspectives. In the second part of the research, these tasks will be categorised according to the appropriate level of Bloom’s taxonomy, according to which skills and competencies are addressed to be developed. Finally, the tasks found in History textbooks used in Slovakia (in schools with Hungarian language tuition) and Hungary will be compared in quantitative and qualitative terms.