This paper presents the results of a qualitative content analysis and comparison of British and German history textbooks for secondary schools, focusing on the textbooks’ treatment of the Munich Agreement. The research explored the overall concept applied to the treatment of this subject, the length of the text, the selection of factual data, the use of historical sources (including iconographic sources), types of learning tasks, the use of various didactic elements (cartograms, diagrams, timelines), and topics for problem-based and project-based teaching. The results of the analysis show that the topic of the Munich Agreement is treated much more thoroughly in the British textbooks – in terms of the quantity of information, the use of didactic resources stimulating critical thinking and argumentation skills, problem-based teaching, creative activities and inquiry-based activities; the controversial policy of appeasement lies at the centre of attention. By contrast, the German textbooks mostly restrict themselves to brief factual information, with only a limited number of educational activities.