The research aimed to identify the scale of teachers’ representations of the presence of the Jewish component in the curriculum and textbooks of history in the middle and secondary stages, using the descriptive survey method. To obtain the data, a questionnaire of two axes (representations of the presence of the Jewish component in the curriculum, and representations of the presence of the Jewish component in textbooks) was prepared. After verifying its validity and reliability, it was applied on 152 history and geography teachers in the two stages. The findings were as follows: The teachers’ representations of the presence of Moroccan Jewish component in the history curriculum and textbooks of the middle and secondary stages were overall low. At the level of the sub-themes, the representations of the presence of the Jewish component and cultural diversity in the history subject in the secondary school were low, with being very low within the textbook. There are statistically significant differences at the 0.05 level in the teachers' representations about the Jewish component in the curriculum and textbooks of history in the secondary school attributed to the variables of gender, years of seniority, academic qualification, and training before service, while there are no differences in representations according to the variables of specialization and level of teacher.