This article was tying to figure out a view of history and ancient history on Japanese historical textbook through an authorized textbooks in 2011. Most of all, middle school textbooks authorized in this year were worth notice as the first case that government guidelines and manuals for teaching actually were applied to the textbook. Consequently, in this article, considering how authorizing textbook and narration in ti not only effectively reflected but also concretely were influenced by educational purpose clarified in the fifth clause of Article 2 of the Fundamentals of Education Act ( ⌈importance of tradition and culture⌋ , ⌈national and local patriotism⌋ , ⌈respect to other countries⌋ , ⌈public-spiritedness⌋ , peace and development of the world ) and territory part (especially about Dogdo(獨島)) in government guidelines and manuals for teaching, the analysis on contents of textbooks from self-appointed Tsukuru-kai, representing the historical view of Japanese rightist, was intensively investigated. The result is summarized like that; 1. The most important character of narration about Dogdo in middle school textbooks authorized in 2011 was that it has much more powerful tendency to turing to the right than previous one. on the other words, textbooks from all publishing company including Tsukuru-kai directly described Dogdo (Takeshima竹 島in Japanese) was illegally occupied by Korea, although it was Japanese territory. 2. The elimination of narration about Gojoseon (古朝鮮) was representative issue in authorizing textbook. It could be interperted as the case that history of a neighboring country (Korean history) was changed for the worse, to emphasize national history from time immemorial with valuing tradition and culture unreasonably. 3. The historical view in narration of middle school textbooks (History/ Civic education) had characters such as glamorization for aggressive war and rationalization about colonial rule based on significance of traditional culture, emphasis of patriotism and morality, importance of nation and Tenno (天皇), positive attitude for Japan Self-Defense Forces (JSDF, 自衛隊), controversy over treat on nation. Thus, resting on this historical view, the narrations about Korea and relationship between Korea and Japan still had considerable problems represented in Imnailbonbu (任那日本府, in antiquity), Japanese pirates (倭寇, in middle ages), Japanese invasion of Korea in 1592 (壬辰倭亂), and Joseon press agency (in modern ages). 4. The characteristic figure of narration for ancient times was it tried to make mythology and legend of history and to create great valuation of Shoutokutaishi (聖德太子). Also it was consistent in equality for China and superiority for Korea as historical awareness about neighboring countries. It was a way Japanese/ Japanese society/ Japanese culture/ Empire of Tenno emphasized tradition/ long history/ celestialness/ excellence/ independence of Japan and enticed patriotism, morality and self-respect. Finally, it seemed the narration and education of history were not match with ⌈respect to other countries⌋ , ⌈peace and development of the world⌋ , another educational purpose from the Fundamentals of Education Act. 5. A view of history from narration of ancient time in Tsukuru-kai textbooks, speaking for the Japanese rightist still preserved the historical views, focusing on Nihonshoki (日本書紀), nation, Tenno, Kentoshi (遣唐使). 6. Like confrontation with each region in Okinawa (沖繩) among a boost in adoption of Tsukuru-kai textbook and problem of adopting textbook, current historical view of Japan is disoriented between pursuing tradition, culture, local and nation patriotism and pleading respect to other countries and peace and development of the world, in conflict between nationalism and cosmopolitanism, with matter about making patriot or citizen of the world.