You are arguing about History to the wrong lad..he prefers his version....let him stay in his lala land with history connecting him to Indus valley !1
If I stay with my version of history, whose historical version do you stay with. Please answer this simple question.
Hope you wouldn't have included Hindu bashing and words like "cunning Hindus" in your textbooks if you really want to define your history without Hindus.
I agree with you to the extent that Pakistan presents its own side of history as Pakistanis perceive it. Most nation states do the same and that includes India. You have no locus-standi to tell me that I should change my history as I see it because it does not highlight your history as you see it.
However, most of Indians here feel that India is fair in presenting its history. Let me quote from a mainstream Indian media outlet’s critique on India’s text books as Indians here have objected to my earlier reference.
These excerpts are from:
http://www.frontlineonnet.com/fl1523/15230140.htm
Frontline
India's National Magazine
From the publishers of THE HINDU
Vol. 15 :: No. 23 :: Nov. 07 - 20, 1998
Doctoring textbooks by PARVATHI MENON and T.K. RAJALAKSHMI
In an interview with Frontline (August 22, 1997; Special Issue on the 50th Anniversary of Indepe-ndence),
Professor Romila Thapar made the point that
barring a few exceptions "Indian history is still generally taught in Indian schools as it was half a century ago."
Most history textbooks, for example,
uncritically accepted the periodisation of history, popularised by imperialist historians, into the Hindu, Muslim and British periods. Hindu rulers were projected as having been tolerant and enlightened; Muslim rulers as bigoted and as the persecutors of Hindus.
A 1993 report prepared on the basis of a study conducted by the NCERT of Hindi, history and mathematics textbooks of Uttar Pradesh, the textbooks brought out by Saraswathi Shishu Mandir Prakashan and Markazi Maktaba Islami, and the history syllabi and textbooks of West Bengal, provides examples of the kind of rewriting that history has been subjected to.
The first clutch of biases mentioned in the report pertain to the
identification of the outsider, or the foreigner, very early in Indian history, and the resistance to them shown by the people of India (obviously Hindus).
On the emphasis given in the textbooks to
Indian culture and civilisation, "...as being the true Indian culture" the report notes that it is
"meant to ignore and to denigrate the cultural development during the medieval period as something un- or anti-Indian, the entire medieval period, in any case, being a period of foreign rule and, hence of struggle for national independence."
India's freedom struggle began 2,500 years ago, the textbooks assert, and this "national resistance" had been neglected in history textbooks because of a "Western conspiracy".
The NCERT report makes the point that the books that were being used before 1992 were also communally biased and factually incorrect. But the changes made in 1992 gave them a "blatantly communal orientation".
An example of material added in
High School Itihas Bhag 1: "The Indian society during the Sultanate period was divided into two main classes - ruling or Muslim class and ruled or non-Muslims of whom Hindus were the majority" (page 281). Or: "Hindu was merely the payer of taxes. In spite of being conquered in the political field, Hindus did not lose courage. To regain their lost independence, they went on raising their voice from time to time. Because of this, historians have called this period as the 'period of resistance' "(page 283).
Delegates from U.P. to the fifth national conference of the All India Democratic Women's Association (AIDWA) in Bangalore in June drew attention to specific examples of bias in the new textbooks. The
class VII general knowledge book of the Saraswathi Shishu Mandir had the following questions:
"Why is Mulayam Singh Yadav called the Ravan of the modern age?"; "When did Babar destroy the Ram temple and construct the Babri Masjid?"; "How many Hindus were killed by Mulayam Singh Yadav's bullets during the attempt to demolish the Babri Masjid?"
THE NCERT report has also evaluated history textbooks of Classes VI to X of schools that come under the West Bengal Board of Secondary Education. The report does not spare the West Bengal Board, but the criticisms mainly concern lack of care in writing textbooks. On the Class X textbook,
the report says: "Much of the description of the history of other countries is loose."
SUBSTANTIAL amendments and additions that suit the RSS ideology and seek to make BJP leaders and their allies popular have been made in grammar, history and political science books for Classes IX, X, XI and XII in Rajasthan.
After the May nuclear explosions at Pokhran, school textbooks have been revised to justify the blasts as well as serve the function of indoctrination on the benefits that have allegedly flowed from the event.
Ram Krishan Aggarwal, president of one progressive section of the Rajasthan Teachers Association, said that the books in which changes were made were prescribed by the Madhyamik Shiksha Board, Ajmer and were compulsory in almost all private schools and some government schools.
Aggarwal, a schoolteacher himself, said that prayer meetings were made compulsorytwo yeats earlier; religious songs or slokas were read out even in schools which had a substantial number of Muslim children,
he added In the name of moral education or Naitik Shiksha, religious education was being imparted. 
